document resume m. 055 874 author … · nursing is an autonomous discipline with a theoretical...

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ABSTRACT

DOCUMENT RESUME

M. 055 874

Robertson, Barara; Stevenson, NancyNursing. A Basic Course Outline for Health Careers I(Grade 11). A Four Year "2+2" Articulated Curriculumfor the Occupation of Nursing.Paris Independent School District, Tex.; Paris JuniorColl., Tex.Texas Education Agency, Austin.Jun 90132p.; For related documents, see CE 055 875-877.Guides - Classroom Use - Guides (For Teachers) (052)

MF01/PC06 Plus Postage.*Articulation (Education); Behavioral Objectives;*Competency Based Education; Course Descriptions;Curriculum Guides; Grade 11; High Schools; JobSkills; *Nurses; Nurses Aides; *Nursing Education2 plus 2 Articulation Plan

This course outline provides materials for the firstcourse in a series of four courses that are included in a "2+2"curriculum for the occupation of registered nurse. It is part of aplanned and articulated 4-year curriculum that spans the junior andsenior years of high school and the freshman and sophomore years ofthe postsecondary institution. Introductory materials include thephilosophy and conceptual framework of the nursing curriculum;occupational objectives, occupational descriptions, and curriculumoutline; and curriculum and course objectives. Fifteen units areprovided, each of which consists of a set of competencies, ranging innumber from 1 to 21. A sheet for each competency details the terminalobjective, enabling objectives, teaching methods, references,equipments/supplies, and evaluation methods. Unit topics are: medicalterminology; anatomy and physiollgy; health care past and present;communication skills; ethical-legal issues; first aid and emergencycare; employment skills; vital signs; infection control and asepsis;safety and mobility; health career math; leadership concepts andskills; personal qualities of health worker; personal care skills;and nutrition. Other contents include: a line drawing of aninstructional facility; list of supplies and equipment; 13-itembibliography; student competency profile; matrix of elementsessential to the competencies; and procedural plan for verifyingmastery of competencies. (YLB)

Reproductions supplied by EDRS are the best that can be madefrom the original document.

A Basic Course Outlinefor

Health Careers I (Grade 11)

0NURSING

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PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

10 THE EDUCATIONAL RESOURC ESINFORMATION C,ENTER (ER,C1

A Four Year "2+2" Articulated CurriculumFor the Occupation of Nursing

4..

"2+2 ARTICULATED CURRICULUM FOR HEALTH OCCUPATIONS"

NURSING

IHEALTH CAREERS I

1

llA BASIC COME OUTLINE

IIIII Paris Independent School District Paris Junior College

Paris, Texas Paris, Texas

I111

June 1990

r)0

2 + 2Secondary Posuecondary

Articulated Curriculumfor

Health Occupations

A Basic Course Outline

Grade 11

Nursing

Prepared by

Barbara Robertson, Plano Independent School District

and

Nancy Stevenson, Marshall Independent School District

Edited by: David Ingrain, Principal Investigator

for

The Texas Education Agency

and

The Texas Higher Education Coordinating BoardCommunity College and Technical Institutes Division

in cooperation

with the Paris, Marshall and Atlanta Independent School Districts,Paris Junior College and Northeast Texas Community College

4

Project Title:

Texas Education AgencyProject Number:

Funding Source:

Texas Education AgencyProject Officer:

Contractor:.

Project Co Director:

Disclaimer-

FUNDING INFORMATION

2+2 Health Occupations

SAS #00420048-58

Carl D. Perkins Vocational Education Act,Title II B.

Robert Patterson, DirectorVocational Education ProgramsTexas Education AgencyAustin, Texas

Paris Independent School DistrictParis, Texas

Ken Emery, Vocational DirectorParis Independent School District

This publication was prepared pursuant to a contractwith the Texas Education Agency. Contractorsundertaking such projects under governmentsponsorship are encouraged to express freely Ineirjudgement in professional and technical matters.Points of view or opinions of the contractors,therefore, do not necessarily represent official TexasEducation Agency position or policy.

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FOREWORD

These course outlines were prepared for use by postsecondary instructors of the "2+2"articulated curriculum for the occupation of registered nurse. These courses for which theseoutlines were prepared is a series of courses that are included in the "2+2 curriculum. Tbe"2+2" curriculum developed for the preparation of registered nurses was developed usingthe career ladder concept and therefore provides exit points for entry into the labor marketas a nurse aide, licens.W vocational nurse, and registered nurse. The purpose of this basiccourse oudint: is:

To assist secondary "2+2" health occupations instructors in the selection anduse of instructional content and instructional technology for an effectiveinstructional program.

To assist the instructors in the selection of appropriate instructional references andmaterials.

To improve the marketable skills of students through the use of occupationalcompetencies stated in objective terms.

To provide a basis upon which the instructor can progressively build a functionalcourse of study in accordance with the performance standards established by StateLicensing Boards, National Certification or accreditating associations, and localemployers.

To provide interested individuals, educational groups, and occupational groups withinformation regarding the scope, nature, content and educational technology used ineducation dimcted toward gainful employment in the field of nursing.

E;

ACICNOWLEDGEMENTS

I would lila to take this opportunity to thank the curriculum consultants/writers who workedso hard and gave 110 percent effort, whenever it was needed in complying this "2+2"articulated curriculum for registered nurses.

Ms. Cynthia Amerson, Instructor, RN, MSNNortheast Texas Community CollegeMt. Pleasant, Texas

Ms. Linda Campbell, Associate Professor, Ph.D., RNThe University of Texas of 'NerTyler, Texas

Ms. Deborah Cody, CoordinatorHealth and Medical OccupationsNortheast Texas Community CollegeMt. Pleasant, Texas

Mr. Gay lon Maddox, Instructor, RN, MSParis Junior CollegeParis, Texas

Ms. Barbara Robertson, InstructorHealth Occupations EducationPlano Independent School DistrictPlano, Texas

Ms. Nancy Stevenson, RN, MSedHealth Occupations Education Instructor/CoordinatorMarshall Independent School DistrictMarshall, Texas

and

Special thanks to:

Ms. Mary Carolyn ChambersProject &cretaryParis Junior CollegeParis, Texas

Acknowledgements are also due to the dedicated Project Advisory Committee that providedvaluable leadership and guidance to all of the "2+2" project activities.

Also a sincere thank you to Ms. Dorothy Chesley ofthe Board of Nurse Examiners for theState of Texas, Ms. Joy Flemming and Ms. Cora Clay of the Texas Board of VocationalNurse Examiners and to Ms. Barbara Cohen of the Texas Department of Health for theirexpertise, suggestions and recommendations as the project developed.

And to the State Education Project Advisors, Dr. Carrie Nelson of the Coordinating Boardand Ms. Barbara Terrell from the Texas Education Agency, we give a special thank you foryour wisdom, leadership and guidance.

iii f

TABLE OF CONTENTS

Funding Information

Foreword

Acknowledgements

Table of Contents

I.

II.

III.

Overview of the "2+2" Curriculum

Philosophy and Conceptual Framework

Nursing Occupation Curriculum

2.

2

A. Occupational Objective(s) 4B. Description of Occupation(s) 5C. Curriculum Outline 15

IV. Definition of Terms 19

V. Curriculum Objectives 22

VI. Course Objectives for Health Careers I . . . . 23

VII. Division of Course Outline

A. Units by Competencies 24B. Time Allocation 27C. Course Description 28D. Unit I. Medical Terminology 31E. Unit II. Anatomy and Physiology 33F. Unit III. Health Care Past

and Present 34G. Unit IV. Communication Skills 39H. Unit V. Ethical - Legal 51I. Unit VI. First Aid and Emergency

Care 55J. Unit VII. Employment Skills 58K. Unit VIII. Vital Signs 59L Unit IX. Infection Control and

Asepsis 61M Unit X. Safety and Mobility 64N. Unit XI. Health Care Math 710. Unit XII. Leadership Concepts and

Skills 73P. Unit XIII. Personal Qualities of a

Health Worker 77Q. Unit XIV. Personal Care Skills 79R. Unit YV. Nutrition 99

Page

VIII. Line Drawing of Facility 100

IX. Supplies and Equipment 101

X. Bibliography 104

XI. Student Compotancy Profile 106

XII. Matrix of Essential Elements toCompetencies 109

XIV. Procedural Plan for VerifyingMastery of Competencies 114

9

OVERVIEW

The "2+2" Articulated Health Occupations Project is a coordinated effort by Paris JuniorCollege, Northeast Texas Community College and Paris, Atlanta, Marshall and Mt. PleasantIndependent School Districts. The resulting curriculum represents a true "2+r curriculumstructured on the career ladder concept. It is a planned and articukted four yearcurriculum, spanning the junior and senior year of high school and the freshman-sophomoreyear of the postsecondary institution, which has eliminated overlap and duplication betweenthe secondary and postsecondary health . Thehealth occupations *2+2" curriculum is - to benePilrarrstudent anc:tir =4311ShCaletdhindustry by providing a more know le, more highly skilled, and mare marketableemployee to work in the increasingly tec s nological health environment

The curriculum was developed through the input of local representatives of the allied healthindustry (Technical Advisory Committee), representatives from the State Licensing Boardsfor Vocational and Registered Nurses and the Texas Department of Health. Aborepresentatives from the Texas Higher Education Agency provided valuable input andleadership. The spirit or cooperation between these made the development of this model"2+2" curriculum a reality.

1

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PHILOSOPHY

This "2+2" competency-based articulated nursing curriculum supports and promotes theideals of health education in secondary and postsecondaiy institutions. The curriculum isfocused to meet the needs of the heth in ustry along with the educational and culturalneeds of the student, to reflect the unique needs of the community and to cooperate withthe health care industry in promoting quality and excellence in Nursmg.

The "2+2" articulated nursing curriculum has been built around five (5) key elements:Person, Society, Health, Nursing, and Nursing Education. In this framework theseen as an iiiated multidimensional being comprised of physiological,physical, cultura4 and spiritual elements. This person, a complex being with interrelatedsystems, follows sequential and predictable stages of growth and development throughoutthe life cycle. As an open system, the person lives in a constantly changing environment,adapting to such change as necessary for survival. This individual is a holistic being, and is apart of a family which constitutes the basic unit of society.

The individual's environment/society is composed of people who share commoncharacteristics, social needs, and physicalsettings: The person maintains an interdependentrelationship with this complex environment/society, in which the give and take of socialinteractions occurs with family, significant others, and groups. Life experiences also impactthe perception, strengths, and abilities of the person.

Health is defined by the individual, and individuals are responsible for their own life choices.Health is conceptualized as a continuum with "wellness and illness" at wpte ctiremes.Wellness is a continuous state of physical and emotional siability throu0out the life spanand not merely the absence of disease. illness is defined as a maladaptive response tostressors and crises which decreases Man's ability to maintain/achieve wellness.

Nursing is an autonomous discipline with a theoretical foundation, which is operationalthrough the application of the nursing process to assess the client and utilize the assessmentdata to plan, implement, and evaluate an individual nursing care plan for each patient/client.Nursing activities range from the simple to the complex, include teaching and preventivecare, and consist primarily of providing direct nursing car based upon the culturalorientation of the patient/client.

Nursing is an interpersonal, therapeutic, and helping process in which understanding andcommunication are essential. The nurse-patient relationship is a growth process in whichthe nurse acts as a facilitator to assist the patient and/or bmily grow in the direction of theirchoice. Nursing is a relationship that is established purposefully, maintained deliberatelyand ended with care, based on the individualized needs of the client

Nursing Education occurs in both a secondary and/or postsecondary institution of learning.Support courses at all levels are crucial to create a well-rounded nursing education, as wellas die personal growth of the student. Teaching-learning is an active shared processbetween the student and the faculty. Learning progresses from the basic to the morecomplex, from the familiar to the new and from commonalities to differences. Clinicallearning is provided in a variety of settings, with clients who provide students with theopportunity to apply theoretical knowledge in the practice environment.

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CONCEPTUAL FRAMEWORK

The "2+2" competency-based articulated nursing curriculum utilizes the human needsapproach to provide a vehicle for the person who bmmes a client/patient. This approachincorporates the nursing process, adapts well to a variety of conceptual frameworks, and hasproved successful in buil g a strong foundation for nursing students.

In this curriculum, a hitiman need is conceptualized as a requirement that allows the personto function and grow. This definition incorporates the full range of an individuars needs -physical, psychological, social, and spiritual - and stresses that nursing involves canng for thewhole person, who remains independent and autonomous. In this curriculum human needsare deMeated under the categories of safety needs, psychosocial necds, physiological needs,and special needs.

The safety of patients underlies all tasks and interventions, and encompasses both physicaland psychological aspects essential for the patient's sense of well-being. This categoryinclucles such topics as environmental safety, medication adinimistration, legal/ethical issues,and competence in planning organizing and implementing care.

The category of psychosocial needs reflects the holistic nature of the client and includes theneed for identity, good mental heulth, and a system of vtilues and beliefs. Assessing andmeeting_these needs require sensitivity and effective communication on the part of thenurse. Topics encompassed in this category include the aspect of growth and development,teaching-learning principles, social-cultural differences, control, dependency, and sexuality.

Meeting physiological needs requires awareness, knowledge, and sicfil since physiolrequirements for health may be overt (oxygenation) or covert (nutrition). Saphysiological needs also requires that the nurse coordinate activities of other membersthe health care team. Included in this category are the topics of freedom from infection,hygiene, activity/rest/sleep/nutrition/elimination, oxygenation, circulation, fluids andelectrolytes, and regulation/sensation.

In addition to the psychosocial and physiological needs, there are special needs that pertainto patients in the care setting. These needs affect the quality of life. Examples of theseneeds include freedom from pain, grieving and loss, and terminal illness.

In this framework, the student is helped to recognize that nurses also have needs. The mosteffective nurses are holistically well-balanced individuals who are able to identify their ownpersonal and professional needs and seek healthy ways of fulfilling them.

A problem is defined as the situation that develops when a need is not satisfied; this is thebasis of nursing diagnosis and care planning keeping in mind that immediate needs must bemet before higher level needs can arise and can give direction to nursing care. For example,the guiding principle in establishing priorities for care is that the nurse must first help thepatient meet physiological needs. The nurse may also prevent problems by foreseeing whenthe fulfillment of essential needs may be threatened, i.e., preoperative teaching to preventpostoperativ., complications.

Just as no two patients are alike, no condition remains static. Adaptive forces are thoseelements which help to maintain or restore physiological and psychosocial balance orhomeostasis. These forces may be internal (temperature regulation) or external (the use ofgroups to maintain social stability). The nurse serves as an adaptive force for patients byproviding care that answers needs and helps maintain homeostasis. When the patient sadaptive forces and those of the nurse and other care givers are effectively mobilized, thepatient becomes healthier and functions better.

3

OCCUPATIONAL OBJECTIVE(S)

1111113dlinna:

This model "2+2" articulated curriculum for registered nurse is . to produce an!ndividual, beginning at grade 11 and terminating at grade 14, with .11 knowledge andabilities sufficient to sit for the National Licensure Enntination for Registered Nurse andwho performs safely and effectively in a variety of clinical settings as a professional nursewithin the bounds of the Nurse Practice Act Graduates will be able to care for patients withmultidimensional health care needs/problems.

The curriculum is designed to produce an individual capable of using technical skills andproviding bedside care for patients of all ages within the bounds of the Vocational NurseAct The curriculum will prepare students to sit for the National Licensure Eumination forPractical Nurses.

EintAisit:

To produce individuals with basic skills and knowledge to provide nursing care as a nurseaide to provide the student with sufficient knowledge and skills to_ pass a manual skills andwritten examination administered by the Texas Department of Health for Registry as aNurse Aide. .

4 1 3

GRADE 11 - HEALTH CAREERSFOR "2+2" REGISTERED NURSE PROGRAM

Qbjcatin:

The student will be provided the opportunity to develop and demonstrate thebeginning level knowledge and skills for the occupation of a registered nurse in the"2+2" Articulated Health Occupations Program.

Course Descriptioa:

This is a one-year prim:cm:at combines academic and clinical 153=Students will receive instruction which includes lecture,laboratory and individualized study, that focuses on the basic knowledge and skils ofmedical terminology, communication skills, ethical and legal issues, - tskills, safety and mobay, leadership and personal quality concepts and .1 Basicknowledge and skilb ic anatomy and pology, first aid and emergency care, vitalsigns, infection control and asepsis, health career math and patient personal careskills are included. In addition the student will receive clinical experience in alicensed health care facility.

Students must complete this course to articulate to the next level in the "2+2"Articulated Health Occupations Program for the registerednurse.

A 12th grade student may enroll in this course, but would not be eliple to pursue" "2+2" Program for a registered nurse.

5

GRADE 12 - HEALTH CAREERS IIFOR "2+2" REGISTERED NURSE PROGRAM

Objective:

The student will have the opportunity to develop and demonstrate mastery of theknowledge and skills necessary to articulate to the postsecondary level for continuedtraining as a registered nurse.

Course Description:

This is the second year of the "2+2" Articulated Health Occupations Program forRegistered Nurses. Students must demonstrate mastery of the competencies taughtin Grade 11 before enrolling in this course. This course will combine advancedacademic and clinical experience in the areas of medical tecommunication skills, health care history, safety and mobility, emp Aellt skills, andleadership concepts and skilk Also, anatomy and physiology, ethicat-legal, first aidand emergency care, vital signs, infection control and asepsis, health career math,nutrition and patient personal care skills are included in preparation for entering theRN program at the postsecondary level.

Students will receive classroom instruction which includes lectures, classroomlaboratory, and individualized study. In addition the student will receive clinicalexperience in a licensed health care facility.

Students may exit from the program at the end of the 12th grade and be eligible totake the state examination to become a nurse aide, providing the secondary healthoccrpations program has been approved as a training program for nurse aide by theTexas Department of Health.

Upon completion of this course students may articulate to the postsecondary levelfor continued training as a registered nurse,

6

15

COURSE DESCRIPTIONS

taIRSING PROCESS:

A 2 hour course focusin,g on theories of nursing practice, scope and standards ofpractice, beginning problem solving and the nursing process. Initial physicalassessment, care planning, documentation, transcultural considerations,communication, and iritroductory patient teaching are included.(1 hours lecture/3 hours lab per week)

Course irquired for ADN and LNN curriculums.

ISLEBSaGLE11151CIEEEDila

A 2 or 6 hour course focusinton bio-psycho-social needs of medical-surgical patientsfocusing on all age groups. Emphasis is on application of the nursing process in aclinical setting for patients with needs relating to mobility, oxygenation, rest, bowelelimination, comfort, skin integrity, and safety. Discustion is conducted on smusing. Principles of pharmacology, medication administration, and nutrition will bepresented. "2+2" students completing this course will receive 2 semester hours creditwith 4 hours held in escrow.(3 hours lecture/9 hours lab and clinical per week)* Required for ADN and LVN curriculums

NURSWG: I3ASIC NEEDS lb

This course combines with Nursing: Basic Needs Ia for the no.,-12 +2" or genericstudent. Students will receive instruction that focuses on the basic knowledge andskills of medical terminology, communication skills, ethical and legal issues, safetyand wobility, and health care past and present. Basic knowledge and skills inanatomy and physiology, first aid and emergency care, vital signs, infection controland asepsis, health career math and patient personal care skills are included.Students completing Basic Needs Ia and lb will receive 6 semester hours of credit.* Required for ADN and LVN curriculums

NURSING: BASIC NEEDS

(A continuation of Nursing: Basic Needs I)A 6 hour course that applies to bio-psycho-social needs of patients in all age groupsrelating to circulation, physical regulation, sensation, perception, urinary elimination,fluid and electrolyte imbalance, and mental health. F'ocus is on applying theory ofthe nursing process to clinical problem solving. Emergency care is also included.Pharmacotherapy and nutrition are included with appropriate content.(3 hours lectureN hours lab and clinical per week)

Course required for ADN and LVN curriculums.

7

G

MILUNQ.11-.1114WILIBELLIEMPAN.A 6 hour course focusing on a nursing process approach to the bio-psrbo-socialneeds of pediatric, adult and elderly patients, and families. Consideration is given toreproductive and obstetrical nursing. Alteration in health within the ages areincluded. (4 hours lecture/6 hours clinical per week).* Course is required for ADN and LVN curriculums.

NURSING: COMPLEKNEEDS I

An 7 hour course assisting the student in analysis and evaluation of the pursingprocess for patients with complex disorders in integumentary, respiratory,gastrointestina4 musculoskeletal, immune, and sensory systems. Decision makingskills and clinical problem solving are emphasized. Psychosocial considerations,harmacotherapy, nutritiora, safety, and advance skills are includedwithin the units.hours lecture/12 hours lab and clinical per week)Course is required for ADN curriculum.

NURSING: COMPLEX

(A continuation of NursinF Complex Needs I)An 7 hour course that includes concepts of advancedmedical-surgical nursing.Complex needs of ikatients with disorders of cardiovascular, neurological, endocrine,renal, and multisystem/emergency disorders across the lifespan are presented. Anursing process approach and ciitical thinking slolls are expected. Psychosocialconsiderations, pharmacothert py, nutrition, and safety skills are included within theunits.

(4 hours lecture/12 hours clinical per week)* This course is required for the ADN curriculum.

ENTRY INTO VOCATIONAL PRACI10E:

Trends, issues, and ethical-legal issues are covered within this 4 hour course.Communication and management skills required of vocational nurses are discussed.The clinical component focuses n utilizing previous skills in the coordination andrformance of patient care and nursing process at an application/analysis levelhours lecture/9 hours clinical per week)Course is required for LVN Curriculum.

EisigyjapjEausQ&NumaimTrends, issues and ethical-legal concepts of professional nursing are covered withinthis 4 hour course. Consideration is given to leadership, team management,advanced communication, and patient teaching concepts utilized in the care ofgroups of patients. The clinical component focuses on analysis and evaluation of anursing process approach to patient care.(1 hours lecture/9 hours clinical per week)Course required for ADN curriculum.

8

17

OCCUPATION: REGISTERED NURSE

JOB DESCRIPTION: REGISTERED NURSE

The registered nut se renders professional nursing care to patients independently or inconjuncdoa with care provided by pysIdans and other health care providers pursuant tothe objectives and policies of the employing institution. Functions autonomously in orderto carry out the decision making process.

Utilizes the nursing process to provide care to patients in a variety of health care settings.Collects data about patients, identifies specific needs/problems, develops and maintainsplan of care, implements a plan of action, and evaluates outcomes of the intervendons.Peribrms nursing techniques for the comfort and well-being of the patient. Assists withtreatments and procedures according to physician's orders and nursing care plans.Observes, records, and reports to supervisor or physician patients' condhions and reactionsto drugs, treatments, and significant incidents. Maintains patients' medical records onnursing assessments, actions taken and patient responses. Maintains patient and staffconfidentiality.

Provides emotional support to patient, family and significant others. Explains proceduresand treatments ordered to gain patients' cooperation and allay apprehension. Educatespatients and significant others on an ongoing basis including discharge planning andfollow-up treatment. Functions as a patient advocate and a member of a muld-disciplinaryteam.

Serves as a positive role model and accepts responsibility in managing, supervising, andteaching Licensed Vocational Nurses, Nursine Assistants, Orderlies, and students.Delegates duties effectively. Demonstxates Dialing techniques and procedures, and assistsother personnel in rendering nursing care to patients. Effectively communicates withmembers of the multidisciplinary team.

Curriculum Objective:

The curriculum is designed to produce an individual with skills, knowledge, and abilitiessufficient to sit for the National Council Licensure Examination for Registered Nurses andwho performs safely and effectively in a variety of clinical settings as a professional nursewithin the bounds of the Nurse Practice Act. Graduates will be able to care for patientswith multidimensional health care needs/problems.

COURSES BY GRADE LEVEL AND CREDIT FOR RN

Secondary

Health Careers IHealth Careers II

Grade Credits

1112

SECONDARY PREREQUISITES FOR RN PROGRAM

Algebra I Physical ScienceGeometry Biology IAlgebra II Chemistry

Anatomy and Physiology or Biology H

EligiLie to sit fIr State Examination for Nurse Aide Registry.9

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OCCUPATION: LICENSE)VOCATIONAL NURSE

GENERIC JOB DESCRIPTION: LICEMED VOCATIONALNURSE

A Licensed Vocadosal Nine perilous nursing msks ibr which specific skills isve beendwelt/pod. Mashie; care is provided to mts ander the direetkm at the RegisOwed Nurseor 'lipids& An INN adut-Udutly bonevim gie We' atcompeteoce. The LVN communiudes in hdaimusel rdatioadds withpedestal and odor of the health care ems. The surfing process isadlised as a basis ix developing and impbs a goal.oriented piss ofcar& The LVNmay perform other dudes as directed * tie emploØsg institution's policies.

CURRICULUM OBJECTIVE:

The curriculum is designed to produce as individual capable of using technical skills sadproviding bedside care kr patients of all ages within the bounds of the Vocational NeneAct. The curriculum will prepare students to sit for a National Council LicensureRumination for Practical Nurses.

MT POINT FOR LVN

Students may exit from the 2+2 Articulated Health Occupations Program to become aLicensed Vocadonal Nurse, by successfully completing the Mowing courses and be eligibleto sit for the National CouncilLicensure Examination ibr Practical Nurses.

COURSE TITLES: Grade Credits

IMIlibirr.

Health Carrtrs I11 2 - 3Health Careers 1112 i - a

4 - 6rostmomiga

Nursing Process13 2Nursinv Basic Needs Ia - 5 13Nursing: Basic Needs II1.3 6Nursing Through the Life Span 13 6Entry to Vocational Practice13

16- 24* Specific course objectives will be developed for the "2+2" student in Nursing: BasicNeeds la. Four semester hours of credit will be held in escrow for Nursing: BasicNeeds 1a for the student who has completed Health Careers I and II at thesecoadary level and will be placed on the student(s) academic record uponcompletion of Nursing: Basic Needs II and Nursing Through the Life Span with agrade of 75 or above in each course. (2 semester hours + 4 escrow = 6 semesterhours).

11

Specific objectives will be devekved for the non "2+2 Student in Nursing: BasicNeeds lb. (6 semesta houn).

Postseamdary - Support Courses 13 14 Credit HoursAnatomy and Pbyslolo.y I x 4Introduction to P x 3Anatomy aad Physiology II x 4Computers in Nursing x 1College English x

ig

12

21

:11

OCCUPATION: NURSE AIDE

JOB DESCRIPTION:

A sane aide or first level of this curriculum is the basic ibudation upon which all of theibliowing surdas education levels will rely. This level is best described as task wielded,with a beginning basic koodedge of underlying Nursing theory.

The nurse aide should demonstrate emotional meat* anti a true concern for tbe well-being ol another. The nurse aide peribrins task involved in providing unrulua and permedcese to patients under the supervision of qualified =rum staff members. pheuls is onushatesance of daily living activides of these patients. The nurse aide should maplesand accept his/ber

Nurse Aides are an integral and vital part of the health care team, since they are involveddirectky in the physical care of the patient.

It is expected that with the solid background offered the nurse aide by this curriculum, thathelshe will be highly competent to function as a nurse aide.

CURRICULUM OBJECTIVE

To produce individuals with skills and knowledge to provide basic nursing care.

To provide the student wi' a sufficient knowledge and skills to pass a manual skills andwritten examination administered by the Texas Department of Health for Registly as aNurse Aide.

SECONDARY PREREQUISITIES::

Health Careers I

Other courses as determined by the student, parent, and counselor.

13

Curriculum Flow Chart With Exit PointsFor Nurse Aide, Licensed Vocational Nurse

And Registered NurseSecondary

Health Careers 1Grade 11

Postsecondary

Nur sing Process

Nursing Basic Needs IAnatomy ii Physiology 1

PsychologyCollege English

o

Eligible To Sit For

Texas Department DIIlea lth Examina tionf or Nurse Aide

e".*, ''C..., ..)

Grade 13Fall Semester

I

General Chemistry

,

Nursing' Basic Needs 11Nursing ThoughThe Life Span

Anatomy & Physiology IIComputers In Nursing

Grade 13Spring Semes ter

Summer

1

1

I

Entry ToVocational Practice

Summer

Exi t Poin t For

Licensed Vocational NurseEligible To Sit f or LVNLicensure Examination .

Nursing Complex Needs 1

Human Growth &DevelopmentMicrobiology

Grade 14Fall Semester

iNursing Complex Needs II

Entry ToProfessional Practice

Sociology

Grade 14Spring Semester

Exit For APNEligible To Sit For

RN L1censure Examination

t-

Registered Nurse Curriculum(2+2 Student)

Es11.513110111

Nursing ProcessNursing: Basic Needs IaConn* EnglishAnatomy and Physiology IPsychology

Easkmaatoi

Lstlimt Credit

1 3 21 3 23 0 33 4 43 0

'aSprint Semester Le= Lit CESili

I Nursinv Basle Needs IINursing the Lik Spin

3 94 6

66Anatomy and II 3 4 4Computers in Nursing 0 1

liI Lamm Lat. gm&

General Chemistry

Fall Semester

3 4 4

Sophomore Year

bctin Cm&Nursing: Complex Needs I 4 12 7Human Growth and Development 3 0 3Microbiology 3 4 4

rit

Spring Semester Imam Lak. cnia

Nursing: Complex Needs IIEntry to Professional PracticeSociology

4 12 72 6 43 0 3

* Specific course objectives will be developed for the "2+2" student in Nursing: Basic NeedsIa.Four semester hours of credit will be held in escrow fix Nursing: Basic Needs Ia for thestudent who has completed Health Careen I and list the secondary level and will be placedon the student(s) transcript upon completion of Nursing: Basic Needs II (6 hrs.) andNursing Through the Life Span (6 hrs.) with a grade of 75 or above in each courses.

15Total Semester Hours 67

4.

Is Lim=

Registered Nana Curriculum(Non 2+2 Shaded)

kulwaiNerLoon Quilt

Nursing Process 1 3 2* Nursinv Basic Needs la-lb 3 9 6English 3 0 3Anatomy and Physiology I 3 4 4Psychology 3 0

Spring Semester Imam

Nursimp Basic Needs II 3 9 6Nursing Through the Lift Span 4 6 6Anatomy and Physiology II 3 4 4Computers in Nursing 0 1 1

17

Summer

General Chemistry

LAm Lak Cmdit

3 4 4

Sophomore Year

Fall Semester Lecture Lab- Cott

Nursing: Complex Needs 1 4 12 7Human Growth and Development 3 0 3Microbiology 3 4

14

Saint Ulna= Uon Lab. CLalit

EnNuursinpy ptorComespslieoznaiNeedspractillee 24 612 74

Sociology 3 0I

Total Semester Hours 67

* SpW fic course objectives will be developed for the non "2+2" student inNursing: Basic Needs lb.

16 26

1

1

IIIIIIII

IIIIa

Licensed Vocational Nurse Curriculum

foll&msar

(2+2 Student)

ileabannisor

Imam Lob

Nursing Process 1 3* Nursing Basic Needs Ia 1 3

Anatomy and PlogiclooriIr 3 4Introdacdon to 3 oCollege ENO& 3 0

Sprint Semester lissimm lak

Nursinip Basic Needs II 3 9Nursing Through the Lift Span 4 6Anatomy and Phydology II 3 4Cemputers in Nursing o 1

SEAR=

Entry to Vocational Practice

f2ndit

2243

Yil

Quilt

664

li

'Lamm Lail Crekt

2 6 4

Four semester hours of credit will be held in escrow for Nursing: Basic Needs Ia for the studentwho has completed Health Careers I and II at the secondary level and will be placed on thestudent(s) transcript upon completion of Nursing: Basic Needs LI (6 hrs.) and Nursing Throughthe Life Span (6 hrs.) with a grade of 75 or above in each courses.


Specific course objectives will be developed for the "2+2" student inNursing: Basic Needs Ia.

17

A"' 0-1

Licensed Vocational Nurse Curriculum(Non 24 ' ;. tient)

Eilduoinicat

Loin Lik.

Nursing Process 1 3* Nursing: Basic Needs Ia-lb 3 9

Anatomy and I 3 4Introduction to 3 0College English 3 0

Sprint Semester LSO= J.Nursing: Basic Needs H 3 9Nursing Through the Lift Span 4 6Anatomy and Physiology II 3 4Computers in Nursing 0 1

SwamiEntry to Vocational Practice

fa&

2643

A

gDgil

664

17

Lfigin IAA CIVAll

2 6 4


* Specific course objectives will be developed for the non "2+2" student in Nursing:BaAic Needs lb.

18

r; rX, C.)

DEFINITION OF TERMS

MilagErSANningt: A group of employers and employees from ourtide the field ofeducation who advise educators on the establishment and ongoing opeaation of trainingprograms.

2flagoida: Attitude, emotion, values clarification and appreciation objctives arein the affective domain.

aiskalsgps Is a planned process linking technical/vocational programs and services toastst students in " 411'. a smooth transition from secondary to postsecondary imtitutionswithout experiencing ys or duplication of learning.

Cpuiltralonsia: Knowledge, thinking, understanding and problem solving objectives areincluded in the cognitive domain.

Camplawasigijapiatim Is designed to teach job related clusters of skills andknoMedge, the mastery of which the basis upon which the student is evaluated, competency-based programs must possess the following characteristics:

1. Involvement of business and industry in the determination of the jobcompetencies and the expected performance levels required for successfulemployment within a defined job or cluster of jobs.

2. Course sequence which allows the mastery of competencies leading to thesatisfactory performance of all identified job competencies.

caw van: A grouping of tasks, knowledge, and attitudes needed for the performance ofa job or function. The performance of a job or function may require the use of one or morecompetencies.

Cdtartimikfimmatlyaugga: A testing (evaluation) technique that measures anindividual's performance against a predetermined standard.

faux: Organized subject matter in which instruction is offered within a given period oftime, and for which credit toward graduation or certification is usually given.

Course of Study: (1) Strictly, an official guide prepared for use by administrators,supervisors, and teachers of a particular school or school system as an aid to teaching in agiven subject or area of study for .even grade, combination of grades, or other designatedclass or instruction group; may include the aims of the course, the expected outcomes, andthe scope and nature of the materials to be studied, with suggestions as to suitableinstructional aides, textbooks, stipplementary reading, activities, suggested learningexperiences, teaching methods, and measurement of achievement; (2) sometimes looselyand incorrectly used as a synonym lor curriculum.

Curriculum - pL Curricula: (1) A systematic group of courses or sequences of subjectsrequired for graduation or cerrffication in a major field or study, for example, social studiescurriculum, physical education curriculum; (2) a general overall plan of the content orspecific materials of instruction that the school should offer the student by way of qualifyinghim for graduation or certification or for entrance into a professional or a vocational field;

19

r,r)

(3) a woup of courses and planned experiences which a student has under the guidance ofthe school or college: may refer to what is intended, as planned courses and other activitiesor intended opportunities or experiences, or to what was actualized for the learner, asactual educational treatment or all experiences of the learner under the direction of theschool.

gmEdepluisSaddg: A substitute for a formal course of study in which desirable content issuggested rater than prescnbed; includes important goals and a variety of learningexperiences, teaching aicls, and evaluation techniques from which those considered bestsuited to a particular situation may be selected.

Element: The smallest step into which it is practicable to subdivide any work activitywithout analyzing separate motions, movements, and mental processes.

Essential Element: As used in this report an essential element is interpreted to mean; (1)fundamental skills/knowledge which are central (core) to the objectives of the instruction orcuniculum being pursued; (2) a course of study; or (3) a unit of instruction if the course isof more than one semester in length.

Exit Pointe: Are specified points in the sequence of courses for a technical or occupationalprogram at which a student may exit the program, receive a certificate, and possess thecompetencies required for employment in an identified occupation.

jagiljangliggthatmtipir A method of instruction that takes the needs and learning stylesof the individual student into consideration to determine his/her best learning method.Instruction is said to be individualized as long as instructional decisions are based onmeeting the learning needs of the individual student.

Job or Function: The major divisions of an occupation. Examples of the jobs or functionsof a teacher are instruction, student guidance, professional development, etc. A job orfunction may be composed of one or more competencies necessary to complete a .job orfunction.

Knowledge Test: A test used to assess mastery of knowledge (cognitive) tasks including bothwritten and oral testing.

Muggy: A level of performance or achievement that meets a specified occupationalstandard.

Occupation: A specific occupation in an occupational division. A vocational instructor(teacher) is a specific occupation in the occupationai division of education.

Occupatiowd Division: Divisions or occupational areas within an occupational field orcategory. Education is a division of the field of professional occupations.

Occupational Field: A categorical clustering of occupations such as professionaloccupations, agricultural occupatioas, etc.

Performance Objective: A statement which de,zcribes what the learner must do todemonstrate mastery of a task. A performance statement contains a condition behavior,and a standard.

Performance Test: A test used to assess a student's mastery of a psychomotor skill.20

Entaguananictismak (1) An outline of the contemplated procedures, courses, andsubjects offered by a school over a given period of time.

pammassbolt (1) The entire offering of the schooL Including the out-of-class activities,and the arrangement or sequence of subjects and activities; syn. educational program; (2)syn. program of studies.

zymaiLyeagask A planned sequence of courses and/or activities to meet anoccupational training olVective. As used in this ject they are defined and coded in thecksaciggnanisnaimanamum NCES, 1 1.

Pinhamgarikwahr Skill performance and "hands on" manipulative objectives areincluded in the psychomotor domain.

Tut Is composed of one or more elements and is a distinct and identifiable activity thatconstitutes logical and necessary steps in the performance of work.

"2+2" Programs: Are articulated, competency-based technicid and vocational programswhich link the last two years of secondary education with the first two years of postsecondaryeducation to create a strong four-year curriculum which produces uates with advancedskills. This type of articulation streamlines occupational program damentals in order tomake room in the two-year postsecondary curriculum to teach more advanced technicalskills than students would normally receive in a traditional or time-shortened program.

21

j

CURRICULUM OBJECTIVES

1. To develop a body of subject matter and planned learning experiences toprepare students thr the nursing profession.

2. To :elate this subject matter and learning experiences to be supportive to thehealth professionals.

3. To prepare students with competencies to assist qualified health professionalsin providing diagnostic, therapeutic, restorative and rehabilitativeservices to patients in health care fa es.

22

3 2,

Health Careers I

Course Objectives:

Upon completion of this course the learner will be able to:

1. Demonstrate a knowWp of medical terminology and understanding ofcommonly use medical abbreviations and symbols applicabk to the Nurse Aidlevel.

2. Identify simple anatomy and physiology of the body systems.

3. Demonstrate an understanding of health care past and present

4. Utilize the appropriate communication skills related to patients, families,peers and supervisors.

5. Define ethical and legal issues.

6. Demonstrate the ability to administer first aid and emergency care.

7. Demonstrate techniques and skills for employment.

8. Identify and perform techniques for assessing vital signs.

9. Employ effective ilifection contol and asepsis procedures.

10. Employ appropriate safety and mobility techniques.

11. Utilize mathematics related to health careers.

12. Demonstrate effective leadership concepts and skills.

13. Demonstrate a knowlegde of personal qualities of a health care worker.

14. Correctly administer personal care skills to patients.

15. Identify the basic fundamentals of nutrition.

23

COMPEITNCIES FOR HEALTH CAREERS INURSING

L MEDICAL TERMINOLOGY

Demonstrate a knowledge of medical tcrininolorDemonstrate an understanding of the meaning of

commonly used medical abbreviations and symbols

IL ANATOMY AND PHYSIOLOGY

Identify simply anatomy, physiology, andpathophysiology of the integumentary, skeletal,muscular, circulatoryflympathic and respiratory bodysystems.

III. HEALTH CARE PAST AND PRESENT

Identify and demonstrate an understanding of theorganizational structure of health care institutions

Discuss health care past and presentIdentify health care specialitiesIdentify world wide and community health organizationsIdentify systems that finance health care

IV. COMMUNICATION SKILLS

Utilize correct telephone skillsInterpret personal reaction to illness and disabilityIdentify individual cultural, religious, and

socioeconomic differences in peopleCommunicates and cares for patients who have sensory

disordersDevelop appropriate and effective written oral and

nonverbal communication skillsDetermine own strengths and limitationsDiscuss effective modes of communication with peers and

supervisorsProvide psychological supportAssess the patient to determine the appropriate method

of communicationSupport the terminally ill and significant othersUtilize or demonstrate communication equipment specific

to health occupationsUse written communication to validate verbal messages

24

V. ETHICAL - LEGAL

Define ethical and legal issuesDescribe legal responsibilities for health care workersIdentify components of patient bill of rightsCommunicate patient's rights

VI. FIRST' AID AND Efiff2GENCY CARE

Identify emmency equipmentAcquire BUS certification - AHA course C standardsDemonstrate and perform basic first aid

VEL EMPLOYMENT SKILLS

Demonstrate techniques and skills for employmerat

VIII. VITAL SIGNS

Identify abnormal and normal vital sipsPerform techniques for assessing vital signs

a. INFECTION CONTROL AND ASEPSIS

Emplcry proper handwashingIdentify and maintain types of isolationIdentify sterilization and disinfection techniques

and conduct concurrent and terminal disinfection

X. SAFETY AND MOBILITY

Maintain equipment and suppliesDiscuss fire and tornado safety proceduresTransfer/trans rt patient within an agencyUtilize proper mechanicsAssare patient's safetyPosit tin and turn patients maintaining proper body

alignment and supporting body partsDescnbe and practice safe working conditions

XI. HEALTH CAREER MATH

Determine components of the metric systemIdentify common household and apothocary measurements

25

XIL ULADERSHIP CONCEPTS AND SKILLS

Demonstrate skills, characteristiss and responsibilitiesof leaders and effective grow members

Demonstrate a knowledge of parliamentary procedurePlan and conduct leadership activitiesPrepare for effective citizenship and for participation

in our democratic society

MIL PERSONAL QUALITIES OF A HEALTH WORKER

Discuss personal characteristics of a health workerDemonstrate appropriate personal appearance of a health

worker

XIV. PERSONAL CARE SKILLS

Correctly makes different types of bedsProvide postmortem careProvide nail careInform patient about hospital surroundingsServe, feed patients and collect food traysMeasure and record intrike and outputAssist patient in and ow. of bedPrevent pressure areasIdentify types and functions of enemasTransfer or discharge out of agencyPerform all types of patient bathsAdminister backrubsChange clothingAssist palents with eliminationMeasure weightMeasure heightPerforms hygienic care for skin, hair, mouth,

perineum, and feetIrrigate va4inaLabel specimens collectedApply athrombic hose and bindersPerform sugar act:one determination

XV. Nutrition

Identify the fundamentals of nutrition

26

r ,

,,-- 11

1

Suggested Time Allocation

Health Careers I

First Semester (18 weeks)

Orientation and Introduction 1 Week

I. Medical Terminology 3 Week

IL Anatomy and Physiology 6 Weeks

M. Health Care Past and Present 1 Week

IV. Communication Skills 2 Weeks

V. Ethical - Legal 1 Week

VI. First Aid and Emergency Care NLygglig

18 Weeks

End of First Semester

VII. Employment Skills 1 Week

VIII. Vital Signs 2 Weeks

1X. Infection Control and Asepsis 1 Week

X. Safety and Mobility 1 Week

XI. Health Care Math 2 Weeks

XII. Leadership Concets and Skills 1 Week

XIII. Personal Qualities of a Health Worker 1 Week

XIV. Personal Care Skills 6 Weeks

XV. Nutrition 1 Week

Review and Testing 2 Weeks

18 Weeks

End of Second Semester 36 Weeks

27

% 0 a

GRADE 11 - HEALTH CAREERS IFOR "2+2" REGISIERED NURSE PROGRAM

Ottective:

The student will be provided the opportunity to deve/op and demonstrate thebeginning level knowledge and skills for the occupation of a registered nurse in the"2+2" Articulated Health Occupations Program.

falifirgDZEilaktil:

This is a one-year program that combines academic and clinical experience.Students will receive classroom instruction which includes lecture, churoomlaboratory and individualized study, that focuses on the basic knowledge and skills ofmedical terminology, communication skills, ethical and legal issues, employmentskills, safety and mobility, leadership and personal quality concepts and stills. Basicknowledge and skills in anatomy anti p4mology, first aid and emergency care, vitalsigns, infection control and asepsis, heWth career math and patient personal careskills are included. In addition the student will receive clinical experience in alicensed health care facility.

Students must complete this course to articulate to the next level in the "2+2"Articulated Health Occupations Program for the registered nurse.

A 12th grade student may enroll in this course, but would not be eligible to pursuethe "2+2" Program for a registered nurse.

28

_

BASIC COURSE OUTLINE

GRADE 11

HEALTH CAREERS I

29

UNITS OF STUDY

L Medical Terminology

IL Anatomy and Physiology

IIL Health Care Past and Present

IV. Communication Skills

V. Ethical - Legal

VI. First Aid and Emergency Care

VIL Employment Skills

VIII Vital Signs

DC. Infection Control and Asepsis

X. Safety and Mobility

M. Health Career Math

XII. Leadership Concepts and Skills

MIL Personal Qualities of a Health Worker

XIV. Personal Care Skills

XV. Nutrition

30

III1

II

1

III

III

1

III

COURSE: HEALTH CAREERS I

Unit I: Medical Terminology

Terminal Objective: -

Given a list of prefaces, suffixes, and word roots the learner will demonstrate aknowledge of medical terminology at the nurse aide level and be able todemonstrate mastery on the knowledge test with an 85% accuracy.

Enabling Objectives:

The learner will:

1. Memorize medical terminology including .00t woids, prefixes,and suffixes.

2. Give the meaning of root words3. Recognize medical prefixes4. Give the meanings of medical suffixes

TEACHING METHODS:

REFERENCES:

( X ) LECTURE

( ) LABORATORY

( X ) AUDIO - VISUAL

( ) CLINICAL

OHO text, pp 129 - 132DHO workbook pp. 72 - 75HOE Curriculum Guide I, p. 83 for suggested references

EQUIPMENT/SUPPLIES:

Flash cardsList of wordsTextbooks and workbooksComputer softwareMed. Term, Tapes and tape player

EVALUATION: ( ) PERFORMANCE TEST

( X ) KNOWLEDGE TEST

31


Unit I: Medical Terminology


Given a list of the commonly used medical abbreviationsand symbols, the learner will demonstrate an understanding of themeaning of these at the nurse aide level and be able to completethe knowledge test with 85% accuracy.

Enabling Objective (s)

The learner will:

1. Identify the most commonly used medical abbreviations andsymbols.

2. Write abbreviations into complete words.3. Write words into abbreviations and symbols

TEACHING METHODS:

REFERENCES:

( X ) LECTURE

( ) LABORATORY


( ) CLINICAL

DHO, text, pp. 126 -129DHO, workbook, pp.Curriculum Guide for Health Care Science, Table 7

EQUIPMENT/SUPPLIES:

Worksheets



32


Unit II: Anatomy and Physiology


Given appropriate reference materials and models the learner willidentify simple anatomy, physiolog, and pathophysiolog of theintegumentary, skeletal, muscular, respiratory and circtorybody systems and achieve 85% mastery on the knowledge test.

Enabling Objective(s)

The learner will:

1. Identify the basic structure and organization of thehuman body.

2. Identify the structure, functions, and diseases of thefollowing system:

1. Integumentary2. Skeletal3. Muscular4. Circulatory/Lymphatic5. Respiratory

TEACHING METHODS:

REFERENCES:Diversified Health OccupationsHealth Occupations I Curriculum GuideHuman Body in Health and Disease

EQULPMENT/SUPPLIES:

Models of Systems

Skeleton



33

( X ) LECTURE

( X ) LABORATORY

( X ) AUDIO-VISUAL

( X ) CLINICAL


Unit III: Health Care Past and Present

Terminal Objective:

Given an organizational chart, the learner will identifyand demonstrate and understanding of the organizationalstructure of health care institutions and achieve 85% masteryon the knowledge test.


The learner will:

1. Study organizational charts.2. Draw a chart from your cooperating Health Care Facilits .3. Describe the line of authoriV from bottom to top and

descnbe where the student fits into this structure.

TEACHING METHODS:

REFERENCES:

DHO pp. 10HOE Cur. Guide 1, pp. 19-20

EQUFPMENT/SUPPLIES:

( X ) LECTURE

( ) LABORATORY

( X ) AUDIO-VISUAL

( X ) CLINICAL

Organizational rbamOverhead, Transpo.enciesAssignment sheets and instructions



34

III1

IIIIIIIIIII1

III



Terminal Objective:

Given appropriate references, texts and A-V materials the learner will be ableto discuss health care past and present and achieve 85% mastery on theknowledge test.


The learner will:

1. List three influences of ancient day beliefs on medical practices at thattime.

2. Identify Hippocrates' philosophy of medicine and treatment.3. Identify Hipporcrates'4Dath and its current day implications, they will

rewrite the oath as they believe it should be stated today.4. Identify at least one prominent individual from each period of history

and discuss their influence on medical practices at that time.5. The student will be able to explain the use of vaccinations and how they

have changed the course of history.6. Identify the significance of the of the invention of the microscope and

it's influence on modern medicine.7. List 10 major breakthroughs in medicine within the last 25 years.8. Develop a theory on a major breakthrough in medicine for the future

am. now this might occur.

TEACHING METHODS: ( X ) LECTURE

( ) LABORATORY

( X ) AUDIO-VISUAL

( ) CLINICAL

REFERENCES:

Tapes and filmstrips,Library, books on history of medicine and significant figures inthe history of medicine.DHO, p. 41.

EQUIPMENT/SUPPLIES:

Tapes, filmstrips, filmstrip projector with tape player.Hippocrates Oath.



A research paper or book report.

35

., ,


Unit ILL Health Care Past and Present

Terminal Objective:

Given information concerning ten health care specialities, the learner will beable to identify the educational requirements, types of employment available,payscales and work requirements for these and achieve 85% mastery on theknowledge test.


The learner will:

1. Compare the educational requirements for an associate, bachelor's andmaster's degree.

2. Contrast the difference between certification, registration, andlicensure.

3. Descnbe at least ten different health careers by including a definition ofthe career, three duties, educational requirements, and employmentopportunities.

4. Investigate at least one health career by writing to sources listed toobtain additional information on the career.

5. Interpret at least ten abbreviations used to identify health occupationsworkers.

6. Define, pronounce, and spell all of the key terms.

TEACHING METHODS:

REFERENCES:

DHO pp. 13-33Dictionary of Occupational TitlesTexas Health Careers, TI-IRFOccupational Outlook Handbook

EQUIPMENT/SUPPLIES:

list of key termsassignment sheets



36

( X ) LECTURE

( ) LABORATORY

( X ) AUDIO-VISUAL

( ) CLINICAL

1;

IIIIIII1

I1

IIIIIIIII

COURSE: HEALTH CARMRS I


Terminal Objective:

Given the resources and information concerning the world wideand community health organizations the learner will be able tocorrectly identify them and give their purposes and achieve 85%mastery on the knowledge test.


The learner will:

1. Analyze at least two government agencies and the services each oneoffers.

2. Define the terms: World Health Organization, National Institutes ofHealth, U.S. Department of Health and Human Services, and Centerfor Disease Control.

3. Explain where local and state agencies fall into these categories.

TEACHING METHODS:

REFERENCES:

DHO, pp. 13-33CDC manual for infection control

EQUIPMENT/SUPPLIES:



37

( X ) LECTURE

( ) LABORATORY

( X ) AUDIO-VISUAL

( ) CLINICAL

t-i



Terminal Objective:

Given the information concerning insurance, government agencies, welfaresystems, and private pay, the learner will be able to identify the methods offinancing health care and achieve 85% mastery on the knowledge test.


The learner will:

1. Discuss nonprofit agencies, government agencies, insurance plans, andcost containment.

2. Define DRG's and explain how they have affected today's health careand the influences they have made on home health agencies andextended care facilities.

TEACHING METHODS:

REFERENCES:

( ) LECTURE

( ) LABORATORY

( X ) AUDIO-VISUAL

( ) CLINICAL

Simmers, L DHO, iv. 6-9Badasch, S. THE I-MALTH CARE WORKER, pp. 9-13Hoffman, C. SIMPLIFIED NURSING, pp. 11-15Williams, C. HOE Cr. Guide I

EQUIPMENT/SUPPLIES:

charts



3 8


Unit IV: Communication Skills


Given appropriate equipment and references the learner willutilize correct telephone skills, with a 100% accuracy on theperformance test and 85% mastery on the knowledge test.


The learner will:

1. Demonstrate placing a business call2. Demonstrate answering techniques3. Demonstrate transferring a telephone call4. Demonstrate proper communication skills5. Demonstrate handling problem telephone calls

TEACHING METHODS:

REFERENCES:

Diversified H.O.H.O.I Curriculum Guide

EQUIPMENT/SUPPLIES:

Telephone, pen, and pad

EVALUATION: ( X ) PERFORMANCE TEST


39

( X ) LECTURE

( X ) LABORATORY

( ) AUDIO-VISUAL

( ) CLINICAL



Terminal Objective:

Given appropriate handouts and clinical experience thelearner will be able to interpret personal reaction to illnessand disability by demonstrating 85% mastery on the knowledgetest.


The learner will:

1. Interpret emotional and social impact of diseases on anindividuaL

2. Interpret the stages of acceptance and grieving.

TEACHING METHODS:

REFERENCES:Diversified H.O.H.0.1 CurriculumThe Health Care Worker

EQUIPMENT/SUPPLIES:



40

( X ) LECTURE

( ) LABORATORY

( ) AUDIO-VISUAL

( X ) CLINICAL

r

IIIIIIIIII1

IIIIIIII


Unit F /: Communication Skills


Given appropriate references and classroom discussion the learnerwill be able to identify individual cultural, religious, andsocio-economic differences in people by demonstrating 85% masteryon the knowledge test.


The learner will:

1. Identify and discuss differences in cultural and religiousbeliefs and it's effect on medical care.

2. Identify different socio-economic groups and it's effect onmedical care.

TEACHING METHODS:

REFERENCES:

H.O. I Cuniculum

EQUIPMENT/SUPPLIES:

EVALUATION: ( ) PFRFORMANCE TEST


41

( X ) LECTURE

( ) LABORATORY

( ) AUDIO-VISUAL

( ) CLINICAL




Given references, laboratory, and clinical experiences thelearner will be able to communicate and care for patients whohave sensory disorders by obtaining 85% mastery on the knowledgetest.

Enabling Objective(s) The learner will:

1. Demonstrate an understanding of communication techniquesfor patient's with all types of sensory disorders.

2. Demonstrate an understanding of the appropriate care neededby patients with sensory disorders


( X ) LABORATORY

( ) AUDIO-VISUAL

( X ) CLINICAL

REFERENCES:Diversified H.O.The Health Care WorkerH.O. I Curriculum Guide

EQUIPMENT/SUPPLIES:



42

I

I

I

I

I

I

I

I

I

III

IIIIIII




Given references, clinical and laboratory experiences thelearner will develop appropriate and effective written, oral, andnonverbal communication skills and demonstrate mastery byobtaining 85% on the knowledge test.


The learner will:

1. Discuss the imr.,ftance of written, oral, and nonverbalcommunication skills.

2. Demonstrate effective written and oral communication skillsas established by the instructor.

3. List appropriate nonverbal communication skills.


( X ) LABORATORY

( ) AUDIO-VISUAL

( X ) CLINICAL

REFERENCES:Diversified H.O.The Health Care WorkerH.O. I curriculum Guide

EQUIPMENT/SUPPLIES:



43




Given appropriate reference materials the learner willbe able to determine their own strengths and weaknessesand achieve 85% mastery on the knowledge test.


The learner will:

1. Identify personal characteristics of known leaders2. List personal characteristics which they consider their

strong points.3. List personal characteristics they consider their weak

points.

TEACHING METHODS:

REFERENCES: H. 0. I Curriculum GuideBeing a Nursing AssistantThe Health Care Worker

EQUIPMENT/SUPPLIES:



( X ) LECTURE

( ) LABORATORY

( ) AUDIO-VISUAL

( ) CLINICAL

1




Given appropriate texts, reference materials andclinical exptriences the learne7 will be able toidentify effective modes of communication with peersand supervisors and achieve 85% mastery on theknowledge test.


The learner will:

1. Defme human relations2. Discuss the importance cf interpersonal relations in

everyday life.3. Discuss skills which will help in communicating with

peers and supervisors.4. Discuss ways to improve communication skills

TEACHING METHODS.

REFERENCES.

The Health Care WorkerBeing a Nursing AssistantWorking Relationships

EQUIPMENT/SUPPLIES:



45

( ) LECTURE

( ) LECTURE

( ) AUDIO-VISUAL

( X ) CLINICAL


Unit IN Communication Skills


Given clinical experiences and reference materials the lzarnerwill be able to provide psychological support to patients andachieve 85% mastery on the knowledge test.


The learner will:

1. Identify various stages of psychological development.2. Identify patient's need for psychological support.3. List techrnques for giving psychological support.4. Identify techniques for dealing with the healthy and

ill patient.

TEACHING METHODS:

REFERENCES:being A Nursing AssistantThe Health Care WorkerDiversified H.O.

EQUIPMENT/SUPPLLEC:



46

( X ) LECTURE

( ) LABORATORY

( ) AUDIO-VISUAL

( X ) CLINICAL




Given appropriate clinical experiences and reference materialstbe learner will be able to access the patient to determine theappropriate method of communication at the nurse aide level andachieve 85% mastery on the knowledge test.


The learner will:

1. List proper communication techniques.2. Identify types of communication.3. List communication techniques for specific

communication problems.

TEACHING METHODS:

REFERENCES:

( X ) LECTURE

( ) LABORATORY

) AUDIO-VISUAL

( X ) CLINICAL

Being a Nursing AssistantDiversified H.O.The Health Care Worker

EQUIPMENT/SUPPLIES:



47



Terminal Objective- -

Given appropriate references, texts and clinical experiencesthe learner will be abld to support the terminally ill andsignificant others and achieve 85% mastery on the knowledge test,at the nurse aide level.


The learner will:

1. Identify and discuss the five stages of grieving anddying patients.

2. Define Hospice3. Discuss the "right to die" issues.

TEACHLNG METHODS: ( X ) LECTURE

( ) LABORATORY

( X ) AUDIO-VISUAL

( X ) CLINICAL

REFERENCES:"Right to Die" FilmBeing a Nursing AssistantDiversified H.O.On Death and Dying

EQUIPMENT/SUPPLIES:

EVALUATIGN: ( ) PERFORMANCE TEST


48




Given a list of examples, references and clinical experiencesthe learner will be able to utilize and demonstrate communicationequipment specific to health occupations, at the nurse aide leveland achieve 100% mastery on a performance test and 85% mastery onthe knowledge test.


The learner will:

1. Discuss types of communication equipment used in varioushealth career areas.

2. Discuss the importance of monitoring system in patient care.3. Disucss the use of computers within the health care field

TEACHING METHODS.

REFERENCES:

( X ) LECTURE

( ) LABORATORY

( ) AUDIO-VISUAL

( X ) CLINICAL

H.O. I Curriculum GuideBeing a Nursing AssistantBeing a Health Unit Coordinator

EQUIPMENT/SUPPLIES:



49




Given appropriate references and classroom discussion thelearner will be able to use written communication to validateverbal messages an 1 achieve 85% mastery on the knowledge test.


The learner will:

1. Demorztrate ability to translate verbal messages to writtenmessages.

/. Discuss importance of validating verbal messages.3. Translate medical abbreviations and symbols to English

TEACHING METHODS:

REFERENCES:Being a Health Umt CoordinatorBeing a Nursing AssistantSimplified Nursing

EQUIPMENT/SUPPLIES

( X ) LECTURE

( ) LABORATOR y

( ) AUDIO- VISUAL

( ) CLPNICAL

I

I

I

I

I

I

I

I

I

I

I

1

I

I

IEVALUATION: ( ) PERFORMANCE TEST I


50

I

I

I


Unit V: Ethical - Legal

Terminal Objective:

Given access to the proper text, materials, and references thelearner Will describe the legal responsibilities of health careworkers, achieving a mastery of 85% on a knowledge test.


The learner will:

1. Identify legal regulations that affect health care workers.2. Discuss how professional standards affect the legal aspects

of health care.3. Discuss the impact of malpractice lawsuits.

TEACHING METHODS:

REFERENCES:

The Health Care WorkerDiversified H.O.Being a Nursing Assistant

EQUIPMENT/St . PLIES:



51

( X ) LECTURE

( ) LABORATORY

( ) AUDIO - VISUAL

( ) CLINICAL

i :




Given appropriate references and definitions, the learner willdefine ethical and legal issues achieving a mastery of 85% on aknowledge test.


The learner will:

1. List and discuss issues involving the ethical and legalaspects of medicine.

2. List basic rules of ethics for health care personnel3. List and discuss professional standards for the health

care worker.


( ) LABORATORY

( ) AUDIO-VISUAL

( ) CLINICAL

REFERENCES:Health Care AssistantH.O.I. Curriculum GuideThe Medical Assistant

EQUIPMENT/SUPPLIES:



52

I

II

I

I

COURSE: - HEALTH CAREERS I



Given access to the proper text, examples, and audio-visualmaterials, the learner will identify components of the "patient'sbill of rights" achieving a masterey of 85% on a knowledge test.


The learner will:

1. Define and disucss the "patient's bill of rights."2. List components of the ' patient's bill of nghts."

TEACHING METHODS:

REFERENCES:

The Medical AssistantDiversifieec H.O.H.O.I. Curriculum Guide

EQUITIMENT/SUPPLIES

( X ) LECTURE

( ) LABORATORY


( ) CLINICAL



53

COURSE: - HEALTH CAREERS I



Given access to the proper text, examples, and clinicalacperience, the learner will communicate patient's rightsachieving a mastery of 85% on a knowledge test.


The learner will:

1. Discuss ways of protecting patient's rights.2. Identify ways of objectively communicating patient's

rights regarding medical care.

TEACHING METHODS:

REFERENCES:

Diversified H.O.Health Care PtasistantH.O.I. Curriculum Guide

EQUIPMENT/SUPPLIES

( X ) LECTURE

( ) LABORATORY

( ) AUDIO-VISUAL

( X ) CLINICAL



54


Unit VI: First Aid and Emergency Care

Terminal Objective:

Given the proper tools, and reference materials thelearner will identify emergency equipment used atthe nurse aide level with a mastery of 100% on theperformance test and 85% mastery on the knowledge test.


The learner will:

1. Identify basic emergency equipment used inemtrgencies outside the health care facility.

2. identify basic emergency equipment found withinthe medical facility.

TEACHING METHODS:

REFERENCES:

Diversified H.O.H.O. I Curriculum GuidePre-hospital Care

( X ) LECTURE

( X ) LABORATORY

( X ) AUDIO-VISUAL

( X ) CLINICAL

EQUIPMENT/SUPPLIES: bandages cling, cravats, splints02 devices, tape, crash cart



55



Terminal Objective:

Given a propriate twis, equipment and referencematerials, the learner will aaguire BCLScertification - AHA course C standards achieving100% mastery on the performance test and 85% masteryon the knowledge test.


The learner will:

1. Demonstrate adult CPR - one man and two man2. Demonstrate adult obstructed airway - conscious

conscious to unconsicious, found unconscious3. Demonstrate child CPR4. Demonstrate child obstructed airway - conscious,

conscious to unconscious, found unconscious5. Demonstrate infant CPR6. Demonstrate infant obstructed airway - conscious,

conscious to unconscious, found unconscious.

TEACHING METHODS:

REFERENCES:

( X ) LECTURE

( X ) LABORATORY

( X ) AUDIO-VISUAL

( ) CLINICAL

American Heart AssociationCPR Handbook

EQUIPMENT/SUPPLIES:

Adult manikinChild manikinInfant manikin



56

I

I

I

I

I

I

Li


1


Terminal Objective:

Given the proper tools, equipment, reference materials andlaboratory experiences, the learner will demonstrate basic firstaid achieving 100% mastery in performance and 85% mastery on theknowledge test.

Enabling Objective (s):

The learner will:

Identify and perform basic first aid for the following emergencies:

1. Shock2. Bleeding and wounds3. Poisoning4. Burns5. Heat exposure6. Cold exposure7. Fractures8. Specific injuries to the eyes, head, nose, ears, chest, abdomen,

and genital organs.9. Sudden illnesses including heart attacks, stroke, fainting, convulsions,

and diabetic reactions.

TEACHING METHODS:

REFERENCES:

Diversified H.O.H.O. I Curriculum GuideRed Cross First Aid Module

( X ) LECTURE

( X ) LABORATORY

( X ) AUDIO-VISUAL

) CLINICAL

EQUIPMENT/SUPPLIES: bandages cling, splints, 4 X 4 gauze, cravats, tape


( X ) KNOWLI -(3E TEST

57


Unit VII: Employment Skills

Terminal Objective -

Given appropriate samples, and references the learner willdemonstrate the necessary techniques and skills for employment, andachieve 85% mastery on a knowledge test.


The learner will:

1. Identify employment opportunities and preparation requirements in thechosen field

2. Identify effective methods to secure and terminate employment3. Demonstrate dependability and punctuality4. Demonstrate productive work habits and attitudes5. Define the importance of taking pride in the quality of work

performed.6. Recognize the dignity in work7. Write a resume with no errors8. Write a job application withno errors9. Identify positive characteristics of a good employee10. Practice interviewing skills

TEACHING METHODS:

REFERENCE:

( X ) LECTURE

( ) LABORATORit

( X ) AUDIO-VISUAL

( X ) CUNICAL

DHOWorld of WorkDOT (Dictionary of Occupational Titles)Publication from Texas Health Careers

EQUIPMENT/SUPPLIES:


( X ) KNOWLEDGE TEST58


Unit VIII: Vital Signs

Terminal Objective:

Given appropriated tools, equipment, and reference materials tt.z.learner will identify normal and abnormal vital signs an achieve t 5%mastery on a knowledge test.


The learner will:

List normal ranges for the following:

1. Temperature2. Pulse3. Respirations4. Blood Pressure

Identify abnormal ranges in:

I. Temperature2. Pulse3. Respirations4. Blood Pressure

TEACHING METHODS:

REFERENCES:

( X ) LECTURE

) LABORATORY

( ) AUDIO - VISUAL

) CLINICAL

Diversifiect H.O.Recommendations for Human Blood PressureDetermination by sphygmomanometersH.O. I Curriculum Guide

EQUIPMENT/SUPPLIES:

EVALUATION: ) PERFORMANCE TES i


COURSE: HEALTH CARURS I

Unit VIII: Vital Signs

Terminal Objective:

Given proper tools and equipment the learner will performtechniques for assessing vital sip's, achieving 100% masteryon the performance test and 85'% mastery on the knowledge test.


The learr.ttr will:

Perform the following vital signs within (+ ) or (-) 2of instructor's directions.

1. Temperature2. Pulse3. Respirations4. Blood Pressure

TEACHING METHODS:

REFERENCES:

Diversified H. 0.Being A Nurse AideH. 0. I Curriculum Guide

EQUIPMENT/SUPPLIES:

Thermometers, (oral and rectal)Stop watchStethoscope and sphygmomanomtter



( X ) LECTURE

( X ) LABORATORY

( X ) AUDIO-VISUAL

( ) CLINICAL


Unit IX: Infection Control and Asepsis

Terminal Objective:

Given a sink, soap, warm water, and paper towels thelearner will properly wash their hands according torecommended hanthiashing techniques and Lir therecommended length of time, as established by theinstructor achieving 100% mastery on a performance test.


The learner will:

Wash hands according to recommended aseptic technique.

TEACHING METHODS:

REFERENCES:

( X ) LECTURES

( X ) LABORATORY


( X ) CLINICAL

DHO, pp. 167-168U.S. Department of Health and Human Services;

Centers for Disease Control.Williams, C. Asepsis (software)

EQUIPMENT/SUPPLIES:

Sink, soap from a dispenser, paper towels,Computer for softwareAssignments from workbooks




Unit IX: Infection Control and Asepsis

Terminal Objective:

Given the gown, gloves, mask and head cover learnerwill be able to correctly identify and maintairspecified types of isolation, achieving 100% masteryon the performance test and 85% mastery on thelaiowledge test.


The learner will:

1. Don and remove an isolation mask , cap, and gown.2. Relate specific basic tasks to the care of a patent in an isolation unit.

TEACHING METHODS:

REFERENCES:

( X ) LECTURE

( X ) LABORATORY


( X ) CLINICAL

Filmstrip, BEING A NURSING ASSISTANT,"Infection Control"

DHO, pp. pp. 193-198Brady, tBeing a Nursing AideU.S. Department of Health and Human Services;

Center for Disease Control.Williams, C. Asespsis (software)

EQUIPMENT/SUPPLIES:

Computer and softwareAssignment sheetsFilmstrip, projector, and tape player



6 2


Unit DC: Infection Control and Asepsis

Terminal Objective:

Given references lab and clinical experiencesconcerning autoclaves, disinfect solutions, andinstruments the learner will be able to identifysterilization and disinfection techniques and conductconcurrent and teiminal disinfection and obtain 85%mastery on knowledge test and 100% mastery on theperformance test.


The learner will be able to:

1. Remove irritants and clean the environment.2. Wash, wrap and autoclave gloves, instruments, linen and equipment.3. Operate an autoclave with accuracy and safety.4. Describe basic principles on using chemicals for aseptic control.5. Demonstrate the use of boiling water for aseptic control.6. Open sterile loackages without contaminating the contents.7. Don sterile gloves without contaminating the gloves.8. Prepare a sterile dressing tray without contaminating the supplies.9. Change a sterile dressing without contaminating the materials.

TEACHING METHODS:

REFERENCES:

( X ) LECTURE

( X ) LABORATORY


( X ) CLINICAL

Caldwell, Health Care AssistantDHO, pp. 169-181Filmstrip, BEING A NURSING ASSISTANTWilliams, C. Asepsis (software)

EQUIPMENT/SUPPLIES:

worksheets and workbooksautoclavessterilization wraps and tapesinstrument pans for soaking instrumentslinens, for packsdisin1.ectant solutions

EVALUATION:( X ) PERFORMANCE TEST


63,

, . I


Unit X: Safety and Mobility

Terminal Objective:

Given proper tools, the learner will maintain basic medicalequipment and supplies achieving 85% mastery on theknowledge test an 100% mastery on the performance test.


The learner will:

1. Demonstrate proper techniques for maintaining basic medical equipment.2. Demonstrate proper techniques for assessing and maintaining basic supplies.

TEACHING METHODS:

REFERENCES:

EQUIPMENT/SUPPLIES:

( X ) LECTURE

( X ) LABORATORY


( X ) CLINICAL

EVALUATIONS: ( X ) PERFORMANCE TEST


64



Terminal Objective:

Given appropriate equipment, classroom lecture and laboratorydemonstration, the learner will discuss fire and tornado safetyprocedures achieving 85% mastery on the knowledge test 100%mastery on the performance test.


The learner will:

1. Identify types of fire extinguishers and relate to types of fires they are to beused on .

2. Discuss policies for fire and tornado safety within the health care facility.3. List procedures to be followed to insure patient safety in case of fire or

tornado emergencies.4. Identify fire alarms, doors, and escape routes.

TEACHING METHODS:

REFERENCES:

Diversified H.O.H.O. I Curriculum GuideBeing A Nursing Assistant

( X ) LECTURE

( X ) LABORATORY


( ) CLINICAL

EQUIPMENT/SUPPLItS:

Fire extinguishers


( X ) KNOWLEDGF TEST

65



Terminal Objective:

Given the proper equipment, lab and clinical experiences, thelearner will transferluansport the patient within an agency achieving100% mastery on the performance test and 85% mastery on the knowledgetest.


The learner

1. Demonstzate proper use of body mechanics while moving a patient.2. Perform transter techniques ie. dangling, wheelchair, chair, and stretcher.3. Demonstrate transferring a patient by mechanical lift.4. Demonstrate transferring a nor-ambulatory patient.5. List safety factors.

TEACHING METHODS:

REFERENCES:

Diversified H.O.Being a Nursing AideBeing a Nursing Assistant

EQUIPMENT/SUPPLIES:

ChairWheelchairBedStretcher

( X ) LECTURE

( X ) LABORATORY


( X ) CLINICAL



66

)



Terminal Objective:

Given the proper references, laboratory, and clinical experience,the learner will utilize prnne!r body mechanics achieving 100% masteryon the performance test 8% mastery of the knowledge test.


The learner will:

1. Define body mechanics.2. List proper body mechnics procedures.3. Demonstrate proper body mechrucs while performing procedures in

lab or clinical area.

TEACHING METHODS:

REFERENCES:

Diversified H.O.Being a Nursing AssistantH.O. I Curriculum

EQUIPMENT/SUPPL1ES:

( X ) LECFURE

( X ) LABORATORY


( X ) CLINICAL



67



Terminal Objective:

Given the proper text, materials and examples, the learner will beable to assure patient's safety achieving 85% mastery on the knowledgetest and 100% mastery on the performance test.


The learner will:

1. Identify possible dangers io the patient2. List measures of assuring patient safety.3. Identify protective devices for the patient..4. Demonstrate proper techniques for using safety devices.5. Identify limitations of care for various medical specialities.

TEACHING METHODS:

REFERENCES:

Being a Nursing AssistantHealth Care AssistantDiversified H.O.

EQUIPMENT/SUPPLIES:

Restraints

( X ) LECTURE

( X ) LABORATORY


( X ) CLINICAL





Terminal Objective:

Given the proper equipment, text, lab and clinical experience, thelearner will demonstrate how to maintain proper body alignment whileturning and positioning patient's demonstrating 100% mastery on theperformance test and 85% mastery on the knowledge test.


The learner will:

1. Define alignment.2. Define terms relevant to alignment.3. Describe and demonstrate correct alignment techniques for patients in

various positions: supine, prone, fowlers, tredelenburg, sims, and lateral.4. Demonstrate supporting body parts.5. List pressure points and descn'be techniques for relieving pressure for patient

comtort.6. List safety checkpoints.

TEACHING METHODS:

REFERENCES:

Diversified H.O.Being Li Nursing AssistantH.O. I Curriculum Guide

EQUIPMENT/SUPPLIES:

Hospital bedPillowsBlankets FootboardWashcloths

TowelsDecubitus pads

( X ) LECTURE

( X ) LABORATORY


( X ) CLINICAL



69



Terminal Objective:

Given the proper text, materials and examples, thelearner will describe and practice safe worhng conditionsdemonstrating 85% mastery on the knowledge test.


The learner will:

1. Use proper body mechanics.2. List and discuss safety standards for preventing

accidents and injuries in the work place.3. Discuss unsafe situations and techniques for reporting.4. Discuss personal safety procedures when dealing with hazardous materials.

TEACHING METHODS:

REFERENCES:

Diversified H.O.Being A Medical AssistantHealth Care Assistant

EQUIPMENT/SUPPLIES:

( X ) LECTURE

( X ) LABORATORY


( X ) CLINICAL

EVALUATIONS: ( ) PERFORMANCE TEST


70

L. 1


Unit XI: Health Career Math


Given the appropriate equipment, references, and A-V materialsthe learner will be able to determine the components of themetric system and achieve 85% mastery on the knowledge test and100% mastery on the performance test.

Enabling Objectives(s)

The learner will:

1. Identify methods of metric conversions.2. Identify the basic components, terms, and

equivalencies in the metric system.

TEACHING METHODS-

REFERENCES:

( X ) LECTURE

( ) LABORATORY


( X ) CLINICAL

Math for the Health Care Worker workbooks and tapesDHO, PP. 381 -384Skelley, Esther F. MEDICATIONS AND MATHEMATICS

FOR THE NURSE, 5th ed., Albany, New York;Delmar

EQUIPMENT/SUPPLIES:


( X ) KNOWLEDGE TEs. T

71


Unit XI: Health Career Math


Given the standard measurements in the household and apothocary mathsystems, the learner will be able to convert simple problems from householdto apothocary and metric systems and achieve 85% mastery on the knowledgetest and 100% mastery on the performance test.


The learner will:

1. Identify the terminology related to the household measurements.2. Identify the terminology related to the apothocary system.3. Give the equivalencies in each system.4. Convert between the three systems discussed.

TEACHING METHODS:

REFERENCES:

( X ) LECTURE

( ) LABORATORY


( ) CLINICAL

Math for the Health Care Worker workbooks and tapesSkelley, Esther F., MEDICATIONS AND MATHEMATICS FORTHE NURSE, 5th Ed., Albany, New York; Delmar.

EQUIPMENT/SUPPLIES:


( X ) KNOWLEDGE TES .

72 1

I


Unit XII: Leadership Concepts and Sias

Terminal Objective:

Given the appropriate references, lab anu A - V materials concerning leaders andeffective group members the learner will be able to demonstratecharacteristic and responsibilities of learlim ell d effective group n mbers bydemonstrating ma-tery of 85% on the knowiedgt test.


The leak_ er will:

1. Identify and demonstrate skills, & . acteristicsand respcnsibilities of group ny oeis and leaders

TEACHING METHODS:

REFERENCES:

EQUTPMENT/SUPPLIES:

( X ) LECTURE

( X ) LABORATORY


( X ) CLINICAL



73

? : ;


Unit XII Leadership Concepts and Skills

Terminal Objective:

Given examples, references and A- V mataials onparliamentary procedure, the learner will be able todemonstrate a -knowledge of parliamentary procedure anachieve 85% mastery on the knowledge test.


The learner will:

1. Recognize the advantages of informed participationir organization meetings.

2. Correctly make motions and act on them in theappropriate manner.

3. Make an agenda for a meeting.4. Identify pertinent facts concerning motions.5. List classifications of motions.

TEACF1ING MEI riODS:

REFERENCES:

( X ) LECTURE

( X ) LABORATORY


( ) CLINICAL

VICA, How to in Parliamentary ProcedureGray FFA,ROert's Rules of Order

EQUTMENT/SUPPLIES:



74


Unit XII: Leadership Concepts and Skills

Terminal Objective:

Give the appropriate examples, references, lab and A - V materials thelearner wil be able to plan and conduct leadership activities by demonstrating100% mastery on the performance test and 85% mastery on the knowledgetest.


The learner will:

1. Identify the role of committees.2. Identify the role of club officers.3. Identify the role of members.4. Show how all three categories must interact to carry on effective

leadership activities

TEACHING NETHODS:

REFERENCES:

IEQUIPMENT/SUPPLIES:

II

EVALUATION: ; X ) PERFORMANCE TEST


75

( X ) LECTURE

( X ) IABOP ATnRY


( } CLINICAL


Unit XII: Leadership Concepts and Skills

Terminal Objective:

Given the appropriate texts, references and A - Vmaterials the learner will understand how to preparefor effective citizenship and for participation in ademocratic society by achieving 85% mastery on aknowledge test.


The learner will:

1. Identify the different styles of leadership.2. Identify and discuss the different forms of governments.3. Compare the democratic form of government to the autocratic,

communistic, the dictator, and monarchy forms of government.

TEACHING METHODS:

REFERENCES:

EQUIPMENT/SUPPLIES:

( X ) LECTURE

( ) LABORATORY


( ) CLINICAL



76


Unit XIII. Personal Qualities of a Health Worker

Terminal Objective:

Given the proper text and listing of examples, the learner willdiscuss personal characteristics of a health worker achieving85% mastery on a knowledge test.


The learner will:

1. List characteristics and attitudes important in a health care worker.2. Define terms relative to *hese characteristics.

TEACHING METHODS:

REFERENCES:

( X ) LECTURE

( ) LABORATORY

( ) AUDIO - VISUAL

( ) CLINICAL

DIVERSIFIED H. 0.H.O.I. CURRICULUM GUIDEBEING A NURSING ASSISTANT

EQUIPMENT/SUPPLIES:


( x ) KNOWLEDGE TEST

77


Unit XIII. Personal Qualities of a Health Worker


Given the proper text, materials, and examples the learner willdemonstrate appropriate personal a ce of a health workerachieving 85% mastery on a knowl ge test


The learner will:

1. Discuss relationship between diet and appearance.2. Discuss rules and professional standards for presenting a professional

appearance.3. Discuss personal hygiene.4. Discuss proper clothing/uniforms for the health care facility

TEACHING METHODS:

REFERENCES:

( X ) LECTURE

( ) LABORATORY

( ) AUDIO - VISUAL

( ) CLINICAL

Diversified H.O.Being a Nursing AssistantH.O.I. Curriculum Guide

EQUIPMENT/SUPPLIES.



7 8


Un:. XIV: Personal Care Skills

Terminal Objective:

Given the proper supplies, equipment, laboratory and clinical expel.. ,ce the learnerwill correctly make die different types of beds and achieve HO% masteryon theperformance test and 85% mastery on the knowledge test.


The learner will:

1. Correctly make a bed as directed.2. Miter corners actording to recommended directions.3. Check to be sure all sheets are wrinkle free.4. Be sure all edges are turned away from the patient.5 Toe pleats are correctly used for the patient's comfort.6. Use draw sheets and place correctly on the bed as needed.7. Handle all linen correctly to prevent the spread of disease.8. Use correct body mechanics to prevent injury to the worker.

TEACHLNG METHODS:

REFERENCES:

DHO, pp. 399-406HCW, pp. 261-262HCA,, pp. 146-154

EQUIPMENT/SUPPLIES:

Hospital bedLinensBed cradle, if neededPillows

( X ) LECTURE

( X ) LABORATORY

( ) AUDIO - VISUAL

( X ) CLINICAL


( X) KNOWLEDGE TEST

79


Unit XIV: Personal Care Skills


Given the appropriate supplies, references, and clinicalacperience the learner will provide postmortem care and achieve100% mastery on the performance test.


The learner will:

1. Identify the five stages of grief.2. Be able to list the special needs of the patient in postmortem care.

TEACHING METHODS:

REFERENCES7

DHO pp.HCW pp. 272 -273HCA p.

EQUIPMENT/SUPPLIES:

( X) LECTURE

( ) LABORATORY

( ) AUDIO-VISUAL

( X ) CLINICAL

Clean linens, bath cloth, bath towel, shroud or clean clothes.


( ) KNOWLEDGE TEST

80

,

1

1

I1

I1

1

I1

1

1

1

1

1

1

I1

I



Terminal Objective:

Given the equipment, supplies, references and clinical experience the learner willprovide the appropriate nail care for patients and achieve 100% mastery on theperformance test.


The learner will:1. Assemble the correct equipment.2. Check the doctor's orders or obtain authorization form the supervisor.3. Wash hands.4. Clean nails with orange stick.5. File the nails with the emery board.6. Use hand lotion.

TEACHING METHODS:

REFERENCES:

DHO, pp. 412-413HCW, pp. 260-261HCA, pp. 175-176

EQUIPMENT/SUPPLIES:

( X ) LECTURE

( X ) LABORATORY

( ) AUDIO - VISUAL

( X ) CLINICAL

Orange stickEmery boardWater with mild detergent in basinTowel or tissuesLotion


( X) KNOWLEDGE TEST




Given the appropriate references and clinical experiencesthe learner will inform the patient about hotpital surroundingsand achieve 100% mastery on the performance test.


The learner will:

1. Correctly describe locations of various hospital departments.2. Identify specific rooms that the patient might need to go to.3. Explain the functions of the various hospital departments.

TEACHING METHODS:

REFERENCES:

( X) LECTURE

( ) LABORATORY

( ) AUDIO-VISUAL

( X ) CLINICAL

Individual hospital information sheets and maps.

EQUIPMENT/SUPPLLES:


( ) KNOWLEDGE TEST

82



Terminal Objective:

Given the proper supplies, equipment, laboratory and clinical experience the learner will correctlyserve, feed and collect food trays and achieve 100% mastery on the performance test and 85%mastery on the knowledge test.


The learner will:

1. Offer the bedpan or urinal or assist to bathroom.2. Allow patient to wash hands and face.3. Pnsition patient comfortable; in a sitting position if possible.4. Clear the overbed table and position it for the tray.5. Chock the tray carefully sgainst the patient's name, room number, type of diet ordered.6. Before feeding any patient, test the temperature of all hot foods.7. Provide a relaxed, unhurried atmosphere.8. Give the patient sufficient time to chew the food.9. Uut drinking straws for liquids.10. Hold spoons at right angles (90u) to the mouth. Feed the patient from the tip of the spoon.11. Place a small amount on the spoon.12. Tell the patient what he/she is eating.13. Alternate foods. Provide liquids at intervals.14. Allow patient to hold bread, etc. to the extent that he/she is able.15. Use towel or napkin to wipe mouth as necessary.16. When meal is complete, allow patient to wash hands, remove food tray.17. Observe all checkpoints before leaving patient; elevate siderails if indicated, lower bed to

lowest level, place call signal and supplies within reach of patient, leave area neat and clean.18. Note how much food was eaten. Record amounts if patient ! on Intake and Output record.

TEACHING METHODS:

REFERENCES:

DHO, pp. 423-424Nursing Assistant, pp.HCW, pp. 264-265HCA, pp. 226-237

EQUIPMENT/SUPPLIES:

Overbed tableSilverware

( ) LECTURE

( X ) LABORATORY

( ) AUDIO - VISUAL

( X ) CLINICAL

Food trayWashpan and cloth and towel


( ) KNOWLEDGE TEST

83



Terminal Objective:

Given the appropriate supplies, references, A-V materials and clinical experiencesthe learner will correctly demonstrate the processes used to measure and record apatient's intake and output by achieving 100% on the performance test and 85% onthe knowledge test.

EnabF-Ag Objective (s)

The learner will:

1. Recognize the need for an accurate means of recording all fluidsa person takes and eliminates during a certain period or time.

2. Accurately convert between common, metric, and apothecary systemsof math.

3. Correctly record all information on the correct time line on theI and 0 record.

4. Add the three eight-hour totals together for each column torecord the 24-hour total at the bottom of the page.

TEACHING METHODS:

REFERENCES:

DHO, pp. 421-422HCW, pp. 2M-267HCA, pp. 239-241

EQUIPMENT/SUPPLIES:

( X ) LECTURE

( X ) LABORATORY


( X ) CLINICAL

Intake and Output forms used by the health facilityPenMeasuring containers for accurate measurements of fluids

EVATWATION: ( X ) PERFORMANCE TEST


84



Terminal Objective:

Given references, A-V materials, appropriate equipment, laboratory and clinicalexperience the learner will demonstrate the proper ways to assist a patient in andoutof bed and achieve 100n mastery on the performance test.


The learner will:

1. Position the patient in correct alignment with no bony prominencesexposed.

2. Move and turn a patient in bed using correct body mechanics.3. Perform the following transfer techniques: dangling, wheelchair, chair, and

stretcher; using correct body mechanics.4. Transfer a patient using a mechanical lift observing all safety points.

TEACHING METHODS:

REFERENCES:

DHO, pp. 386-399HCW, pp. 262-263HC4k pp. 132-141

( ) LECrURE

( X ) LABORATORY


( X ) CLINICAL

EQUIPMENT/SUPPIIES:

Bed, wheelchair, stretcher, mechanical lift, pillows, turning sheet.


( ) KNOWLEDGE TEST

85t-.-l i .

' / t )



Terminal Objective:

Given appropriate supplies, A-V materials, equipment and clinicalexperiences thelearner will demonstrate the correct methods to prevent pressure areas and achieve100% mastery on the performance test and 85% mastery on the knowledge test.


The learner will:

1. Know that correct alignment prevents fatigue, decubitus alcers, andcontractures.

2. Define decubitus ulcers.3. Identify the most common areas where decubhas ulcers mightoccur.4. Support all weakened body parts.5. Use pillows, bed cradles, footboards, rolled blankets or towels, etc. to helpprovide the support as needed.6. Identify the need for patients confined to bed to be turned frequently.

TEACHING METHODS:

REFERENCES:


EQUIPMENT/SUPPLIES:

( X ) LECTURE

( X ) LABORATORY


( X ) CLNICAL

Pillows, turnirg sheets, rolled blankets, footboards,bed cradles, towels, etc.


( X) KNOWLEDGE TEST

86



Terminal Objective:

Given the appropriate supplies, referencts, and clinical experience the learner willidentify the types and functions of enema!, and achieve 100% mastery on theperformance test and 85% mastery on the knowledge test.


The lessner v.421:

1. Identify the various types of enemas.2. Explain the purpose of an enema.3. Mminister the type of enema ordered correctly.4. Chut the appropriate information or give this information to the correct

person; i.e.; nurse, ward clerk.5. Define the correct type of position to place a patient in for administering an

enema.

TEACHING METHODS:

REFERENCES:


EQUIPMENT/SUPPLIES.

Correct type of enema.Lubricant.

( ) LECTURE

( X ) LABORATORY

( ) AUDIO - VISUAL

( X ) CLINICAL



87

I



Terminal Objective:

Given, appropriate equipment, reference materials and clinical experience thelearner will demonstrate the correct procedures to discharge or transfer a patient outof an agency and achieve 100% mastery on the performance test.


The learner will:

1. Check with nurse for directions for transfer or discharge.2. Know the facility procedure for discharge or transfer.3. Check all pertinent information.4. Use correct method of transportation.5. Note time, method of transportation, be sure all forms are complete and signed

as needed.6. Report information to correct person.


( ) LABORATORY

( ) AUDIO - VISUAL

( X ) CIINICAL

REFERENCES:


EQUIPMENT/SUPPLIES


( ) KNOWLFDGE TEST

88



Terminal Objective:

Given, classroom lecture, laboratory and clinical experience the learner will correctlyadminister the appropriate types of bath and achieve 100% mastery on theperformance test.


The learner will:

1. Obtain authorization from immediate supervisor or check doctor's orderprocedure.

2. Assemble all equipment.3. Wash hands.4. Identify patient. Explain procedure.5. Provide privacy.6. Provide type of bath or assistance as ordered

TEACHING METHODS:

REFERENCES:


EQUIPMENT/SUPPLIES:

( X ) LECTURE

( X ) LABORATORY

( ) AUDIO - VISUAL

( X ) CLINICAL

Towels, washcloths, bath thermometer, wash basin, tub or shower as needed,privacy by curtains or as needed, soap, and body lotion or powder.

EVALUATION! ( X ) PERFORMANCE TEST

( ) KNOWLEDGE TEST

89



Terminal Objective:

Given appropriate lecture, references, clinical ormience and equipment the learnerwill correctly administer a backrub and achieve 100% mastery on the performancetest.


The learner will:

1. Obtain authorization from immediate supervisor or check doctor's orders.2. Assemble all equipment3. Wash hands.4. Identify patient Explain procedure.5. Screen the unit. Provide privacy.6. Administer a back rub as mstructed.

TEACHING METHODS:

REFERENCES:

DHO, pp. 413-414HCA, p. 185

EQUIPMENT/SUPPLIES:

( ) LECTURE

( X ) LABORATORY

( ) AUDIO - VISUAL

( X ) CLINICAL

Lotion or alcohol and powder, bath towel, wash cloth,soap and water (105° F or 41° C . )



90




Given the appropriate references materials, suppliesand clinical mence the learner will demonstratethe ability to change the patient's clothing and achieve100% mastery on the performance test.


The learner will:

1. Assemble eq lipment.2. Wash hands.3. Identify patient. Explain procedure to patient.4. Screen the unit. Provide privacy.5. Change patient's eothings as necessary.

TEACHING METHODS:

REFERENCES:

DHO pp. 416 -417HCW pp. 261HCA p. 170

( ) LECTURE

( X ) LABORATORY

( ) AUDIO-VISUAL

( X ) CLINICAL

EQUIPMENT/SUPPLIES

Gown or pajamas, towel, or bath blanket.


( ) KNOWLEDGE TEST

91


....=n.e. wax.. 4.11, . ...


Terminal Objective:

Given classroom, lecture, reference and clinical experiences and equipment thelearner will correctly assist the patient with the appropriate elimination needs andachieve 100% mastery on the performance test.


The learner will:

1. Know the medical terminology used with the normal body eliminationprocesses.

2. Identify the need for privacy for the patient.3. Make accurate observations of the frequency, amount mad appearance of

urine and stool.4. Be able to identify the need for personal hygiene in regards to normal

elimination.5. Be aware of the transmission of certain diseases through body wastes.6. Assemble equipment.7. Wash hands.8. Identify patient. Explain procedure.9. Screen the unit to provide privacy.10. Assist the patient as needed.11. Provide necessary assistance with personal hygiene following the elimination

procedure.12. Report or record necessary information.

TEACHING METHODS:

REFERENCES:

DHO, pp. 424-428HCW, p. 258HCA, pp. 191-194

EQUIPMENT/SUPPLIES:

( ) LECTURE

( X ) LABORATORY

( ) AUDIO - VISUAL

( X ) CLINICAL

Bedpan, urinal, bedside commode, or bathroomfacilities, toilet tissue, basin, soap, washcloth, towel


( ) KNOWLEDGE TEST

92

COURSE: HEALTH CAREKRS I

Unit XW: Personal Care Skills

Terminal Objective:

Given the appropriate classroom lecture, references, and clinical experience thelearner will correctly obtain and record the patient's height and weight and obtain100% mastery on the performance test.


The learner will:

1. Measure the height-weight correctly an recheck the calculations for accuracy.2. Know the safety considerations when checking height and weight3. Be aware of the concern most people have of their weight and make only

positive statement while weighing a patient4. Follow recommended procedures.5. Record information correctly.

TEACHING METHODS:

REFERENCES:

DHO, pp. 351-354HCW, pp. 270HCA, pp. 160

EQUIPMENT/SUPPLIES:

( ) LECTURE

( X ) LABORATORY

( ) AUDIO - VISUAL

( X ) CLINICAL

Balance scale, paper towel, paper and pen.


( ) KNOWLEDGE TEST

93

am1- .41o. . -. ,.4.2.01010100111NOSINOMPlikilli



Terminal Objective:

Given the appropriate classroom lecture, references,clinical experience and equipment the learner willcorrectly administer personal hygiene to the patient,as directed and achieve 100% mastery on the performance test.


The learner will:

1. Identify the need for cleanliness for a sick person.2. Identifv the various aspects of personal hygiene and how to adminster each

correctly.a. bath,b. back care,c. oral hygiene,d. hair caree. nail caref. shavingg. perineumh. feet

TEACHING METHODS:

REFERENCES:


EQUIPMENT/SUPPLIES:

As needed for individual procedure.

( ) LECTURE

( X ) LABORATORY

( ) AUDIO - VISUAL

( X ) CLINICAL

EVALUATION: ( X ) PERFORMANCE TES T

( ) KNOWLEDGE TEST

94



Terminal Objective:

Given classroom lecture, references, clinical supervision and correct equipment, thelearner will correctly administer vaginal irrigation with 100% accuracy on theperformance test.


The learner will:

1. Check the doctor's order or receive instructions form the nurse.2. Assemble the necessary equipment3. Check the temperature of the solution.4. Correctly administer or assist with the administration of the vaginal irrigation.5. aean up following the procedure.6. Wash hands

TEACHING METHODS:

REFERENCES:

DHO, pp. 441-443HCW, p. 283HCA, pp. 412-413

EQUIPMENT/SUPPLIES:

( X ) LECTURE

( X ) LABORATORY


( X ) CLINICAL

1. Irrigation can/bag with tubing and tip.2. Solution as ordered.3. Bath thermometer.4. Basin with cotton balls and antiseptic.5. Tray and towel.6. Underpad or bed protector.7. Bath blanket,8. Bedpan with cover.9. Toilet tissue.10. Disposable gloves.11. Paper or plastic trash bag.


( ) KNOWLEDGE TEST

95



Terminal Objective:

Given classroom lecture, clinical ex rience and equipment, the learner will correctlycollect and label a specimen with 1 , accuracy on the performance test.


The learner will:

1. Check the doctor's orders or check with the head nurse for orders.2. Assemble the correct equipment.3. Caeca patient identification.4. Wash hands.5. Collect the specimen by the recommended procedure.6. Label the specimen, correctly.7. Chart the specimen, patient, and time.& See that the specimen goes to the correct department.9. Clean up the area.10. Wash hands.

TEACHING METHODS:

REFERENCES:


( ) LECTURE

( X ) LABORATORY

( ) AUDIO-VISUAL

( X ) CLINICAL

EQUIPMENT/SUPPLIES:

As required for the specific specimen ordered.


( ) KNOWLEDGE TEST

96

IIIIIIIIIIIIIII1

I



Terminal Objective:

After checking the doctor's order or obtaining authorization from the immediatesupervisor, the learner will correctly apply athrombic hose or binders as ordered,with 100% accuracy on the performance test.


The learner will:

1. Check orders.2. Assemble equipment.3. Wash hands.4. Identify patient. Explain procedure.5. Check hose or binder for accuracy of size.6. Apply using correct technique as learned in procedure manual.7. Check for smoothness and be sure they are flee form wrinkles or bulges.8. Check for proper circulation and patient comfort,.9. Record or report time, type of hose or binder, and patient's name

TEACHING METHODS:

REFERENCES:

( ) LECTURE

( X ) LABORATORY

( ) AUDIO - VISUAL

( X ) CLINICAL

DHO, pp. 453-456HCW, pp. 280-281 & p. 271 (athrombic hose)HCA, p. 281

EQUIPMENT/SUPPLIES:


( ) KNOWLEDGE TEST

97

1 1) 7



Terminal Objective:

Given the appropriate materials, equipment and laboratory experience the learnerwill perform a sugar acetone test and achieve a 100% accuracy on the performanceUM.


The learner wilk

1. Assemble equipment.2. Clean the tat tube thoroughly. Use the tube brush as needed.

Dry the tube.3. Wash hands.4. Identify the patient. Explain the procedure.5. Collect the fresh urine specimen.6. Perform test as instructed.7. Check test for accuracy.8. Wash hands.9. Report test resulM immediately to supervisor.

TEACHING METHODS:

REFERENCES:

( ) LECTURE

( X ) LABORATORY

( ) AUDIO-VISUAL

( X ) CLIMCAL

DHO pp. 339-345The Health Care Worker (HCW)Badash, Shirley A. & Chesebro, Doreen S.; Prentice-Hall, Inc.;

Englewood Cliffs, New Jersey 07632; 1988, 1985.Health Care Assistant, Caldwell & Hegner; pp.364-367.

EQUIPMENT/SUPPLIES:

Urine specimenACCtela tabletsAcetest color chartWhite paper for tabletsOzintainer with clean waterMedicine dropperWatch with second hand


( ) KNOWLEDGE TEST

98

Paper and penTest tube and rackTest tube brushColor chartMedicine dropperTwo small containers of water

i 0 s I


Unit XV: Nutrition

Terminal Objective!

Given references,examples and clinical laboratory experiences the learner willidentify the basic fundamentals of nutrition by obtaining 85% mastery on theknowledge test.


The learner will:

1. Define nutrition and list the effects of good nutrition.2. Name the four functions of food.3. Name the five basic nutrients and how they maintain body function.4. Name the four basic food groups.5. Identify some foods included in each food group.

TEACHING METHODS:

REFERENCES:

( X ) LEC11JRE

( X ) LABORATORY

( X ) AUDIO-VISUAL

( X ) CLINICAL

The Health Care Worker, pp. 129-133 .

Diversified Health Occupations, pp. 103-107Health Care Assistant, pp. 226-235

EQUIPMENT/SUPPLIES:



99

CABINETSWDOURS

1

CABINETSW/DIIIIRS

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\\_ 14' PLASTIC WHITE BOARD __/

SURGICAL ..ICRUBSINKREGULAR SINK

STUDY CABINETSW/BUILT IN DESKSAND ELECTRICALCUTLETS.

RECOMMENDED INSTRUCTIONAL FACILITYi 11) FOR SECONDARY HEALTH PROGRAM i i i

Secondary Heal* CareersSupplies aad Equipment

11 Registered Nene Programbr

Labaratsuairwailamat

Quantity Description Cost

2 each Electric hospital beds with

II eachside rails 1,411

Stethoscopes, Dual-head6 24

8 each Sphygomomanometers 41

11

2 each2 each

Overbed tablesBedside cabinet

129185

6 each Thermometers 15

II 1 eachRe.mci - Annie (complete)

thermometers 367

1 each wResusci - child

760400

3 each Electronic

1 each Resusci - baby 500

111 each2 each

Chris - clean (complete)Teaching stethoscopes

70018

3 each Microscopes with slides 200

I3 each6 each

Stop watchesFood trays

403.25 each

6 sets Silverware 20 set

6 each Plates 24

4 each Bed pans, adult 9 each

101


8 each Pitted Sheets8 each Top Sheets8 each Pillow Cases8 each Draw Sheets8 each Bedspreads8 each Blankets2 each Pillows8 each Towels and washclothes8 each Bath blankets

Total 8008 each Water pitchers and glasses 204 each Wash basins, autoclavable,

polypropylene, 5 qt. 1054 case Bassi. basins, 550 cc

polypropylene 164 case Urinals, polypropylene 381 case Masks, P.P. 2(1 The Classic 641 case Gloves, latex, exaa, med. 221 case Disposable gowns, full back 1194 kits Air Plate Splints 55.5012 each Cravats triangular bandages 1.501 box 4 x 4 flats 41 brie 2 x 2 flats 21 ..,:dlie Tape (assorted sizes) 482 case 2" gauze 182 case 1" gauze 132 case 4" gauze 24

102

il3

Quirmaimiamist


25 Student desks 711 Teacher desk 261

1 Teacher chair vith casters 64

1 Podium 57

1 Non-chalk whiteboard (4' x 6') 1151 Bulletin Board (4' x 6') 114

1 Wall mounted soap dispensers 7

1 Cabinet (storage) 65' x 37"x 25" eoo

1 Wardrobe cabinet (closedbase model) 700

1 Table for microscopes(science table) 181

7 Computers and word processorswith printers 3,000 each

1 Television 20" color 8001 VCR 6001 Cart 1601 Slide projector (kodak 5600) 6651 Filmstrip projector (micromatic 11

w/romote control) 5401 16ma projector 1,5001 Projector cart 1601 Overhead projector 262

2 Open shelves for books and references 4671 Paper towel dispenser 29

1 Tape recorder and player 50

1 Typewriter 1,0003 Four drawer file cabinet 270

103

BIBLIOGRAPHY

Badash, Shirley A. and Chesebro, Doreen S4 (HCW) The klealth Care Worker;Printice-Hall, Inc., Englewood Cliffs, New Jersey, 07632.

Francis, Mary, ireeslicallailialant Austin; EIMC, The University ofTexas at tin; 1982.

Hafen, Brent Q. and Karren J. Keith;Morton Publishing Company, 110.

Hoffman, Claire P. and Lipkin, Gladys B4 Sumfiggliming, J. B.Lippincott Compnay, Philadelphia and Toronto.

Kimbrell, Grady and Vineyard, Bens; S World of Work;McKnight Publishing Company,

Simmer, Louise, (DHO) Dimsified Health Occupations; 2d ed., Dehnar Publishers,Inc., Two Computer Mive West, Bar 15-015, Albany, New York 17212.

Skelley, Esther F., Medications and Mathematics for The Nurse; 5th ed.,New York; Delmar.

Williams, Catherine; (HOI) Curriculum Guide for Health Occupations I; Universityof Texas at Austin; Texas Education Agency.

111108E1a

Burt ting it nig itat Robert J. Brady Company, Prentice-HallCompany, Bowie, IND 20715.

Eflunitha

Medicine and Medical Practice: The Healing_Ans from Ancient Times toToday's Medical Center, Eye Gate Media, Chicago, Illinois 60618.

Workbooks and Tapes

Chotiner, Michael; Math for the Health Care Worker, Educational Activities,Inc.; Freeport, New York, 11520.

104

Mann

Wumyk, Robert and Worth, Richard; Igigkidykisnallminah.sil FocusMedia, Inc.; 839 Stewart Avenue; Garden Chy, New York, 11530.

Cameglattnat

The Human Systems; Focus Media, Inc.; 839 Stewart Avenue; Garden City,New York, 11530.

105

Shaded Compstsiwv Profile forHealth Careers 11)

(Nursing Program)

A (v) in the parenthesis beside each competency indicates mastery.

I. MEDICAL TERMINOLOGY ( ) Identify systems thatfinance health care

IL

( ) Demonstrate knowledge ofmedical terminology

( ) Demonstrate anunderstanding of commonlyused medicalabbreviations and symbols

ANATOMY AND PHYSIOLOGY

Identify simple anatomy,physiology andpathophysiology of thefollowing body systems:

( ) Integumentary( ) Skeletal( ) Mscular( ) Circulatory/lympathic( ) Respiratory

IIL HEALTH CARE PAST ANDPRESENT

( ) Identify and demonstratean understanding of theorgc.nization structure ofhealth care institutions.

( ) Demonstrate anunderstanding of healthcare past and present

( ) Identify health carespecialities

( ) Identify world-wide andcommunity healthorganizations

106

IV. COMMUNICATIONS SKILLS

( ) Utilize correct telephoneskills

( ) Interpret personalreaction to illness and

disability

( ) Identify individualcultural religions andsocioeconomic differencarin people

( ) Communicates and caresfor patient's who havesensory disorders

( ) Develop appropriate andeffective written oraland nonverbalcommunication skills

( ) Determine own strengthsand limitations

( ) Discuss effective modesof communication withpeers and supervisors

( ) Provide psychologicalsupport

( ) Assess the patient todetermine appropriatemethod of communication

7

( ) Support the terminallyill and significantothers

( ) Utilize or demonstratecommunication equipmentspecific to healthoccupations

( ) Use written communicationto validate verbalmessages

V. ETHICAL - LEGAL

( ) Define ethical and legalissues

( ) Describe leaalresponsibilities forhealth care workers

( ) Identify components ofpatient's bill of rights

( ) Communicate patient'srights

VL FIRST AD) AND EMERGENCY CARE

( ) Identify emergencyequipment

( ) Acquire BICLScertificationAHA course "C" standards

( ) Demonstrate and performbasic first aid

IVII. EMPLOYMENT SKILLS

( ) Demonstrate techniquesand skills for employment

VIII. VITAL SIGNS

( ) Identify abnormal andnormal vital signs

( ) Perform techniques forassessing vital signs

1 IX. INFECTION CONTROL AND ASEPSIS

107

( ) Employ proper handwashing

( ) Identify and maintaintypes of isolation

( ) Identify sterilizationand disinfectiontechniques and conductconcurrent and terminaldisinfection

X. SAFETY AND MOBILITY

( ) Maintain equipment andsupplies

( ) Discuss fire and tornadosafety procedures

( ) Transfer/transportpatient within an agency

( ) Utilize proper bodymechanics

( ) Assure patient's safety

( ) Position and turnpatients maintainingproper body alignment andsupporting body parts

( ) Describe and practicesafe working condition

Ni. HEALTH CAREER MATH

, metermine components ofthe metric system

( ) Identify common householdand apothocarymeasurements

XII. LEADERSHIP CoNurrs ANDSKILLS

( ) Demonstrate skills,characteristics andresponsibilities ofleaders and effectivegroup members

1 R

( ) Demonstrate a knowledgeof parliamentaryprocedure

( ) Plan and conductleadership activities

( ) Prepare for effectivecitizenship and forparticipation in ourdemocratic society

XIII. PERSONAL QUALITIES OF HEALTHCARE WORKER

( ) Discuss personalcharacteristics of ahealth worker

( ) Demonstrate appropriatepersonal appearance of ahealth worker

XIV. PERSONAL CARE SKILLS

( ) Correctly makes differenttypes of beds

( ) Provide postmortem care

( ) Provide nail care

( ) Inform patient abouthospital surroundings

( ) Serve, feed patient andcollect food trays

( ) Measure and record intakeand output

( ) Assist patient in and outof bed

( ) Prevent pressure areas

( ) Identify types andfunctions of enemas

( ) Transfer or discharge outof agency

( ). Perform all types ofpatient baths

108

( ) Administer backrube

( ) Change clothing

( ) Assist patients withelimination

( ) Measure height and weight

( ) Performs hygienic carefor skin, hair, mouth-,perineum and feet

( ) Irrigate vagina

( ) Label specimens collected

( ) Apply athrombic hose andbinders

( ) Perform sugar acetonedetermination

NUTRITKNN

( ) Identify the fundamentalsof nutrition

HEALTH CAREERS I

ESSENTIAL ELEMENTS

recogniz-4411*"=4"11-111114guana"1411111"LidaballailiP4-aneducational requirements for entrance intoselected health rare spe.eialtiN

practice safe .rocedures for patients, co-workers, and self;practice , 1 . grooming and personal hygiene as appropriate in

practice ethititiraalgdgst

behavior and appropriate work habitsry:

in th e. writ-yarnrelate medical asepsis to mfeetion contrareview current first aid and CPR procedures to be applied in

emeggenry situations:and normal parameters of vital sicw

review and idóntify anatomy, physiology, and pathoplysiology ofthe body systems:,

_recognize the tomnoneno , .... unity health resoprces;

-41

-

iiritf.'orlitiirr.rti=i4Trlii14717T.I.711;4411;41.1,"nt dors o ective wor , re ti ps an.

roponsbili t4. to employer, and co-workers;utilize basic medical terminology relevant to the health care industry;demonstra correct tete hone grails*

or em , r commum ion equipmen shealtboccunations

4 4

X

X

practice en level skills and/or observe skills in specifickccuPations.

121.

112.

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Competencies-continued

Provide Psychological Support

KDetermine the Appropriate Method

of Communication

,

XSupport Terminally Ill and

Significant Others

xUtilize Communication equipment

Specific to Health Occupations

"1

,

Use Written Communication to vaIldate

Verbal Massacres

..

XDefine Ethical and Legal Issues

X.

Legal Responsibilities for Bealtn

Car* Workers

IF4

...A

Legal Terminology Specific to

Sealth Care

..

XComponents of Patient's

Sill of Right

XCommunicate Patient's Rights

x.

.

Identify Smorgency Equipment

.Acquire SCLs

Certification

ASA Course Standards

...-

U.

Perform Sasic First Aid

,

Techniques and Skills forimploysent

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Identify Abnormal and Normal

Vital Signs

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Techniquesgnsfor Assessing

vital Si

Employ Proper Handwash!,4g

Identify and Maintain Types of

Isolation

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Sterilization and Disinfection

Techniques

Maintain Equipment and

Supplies

Fire and Tornado Safety procedures

Transfer/Transport Patient

within an Agency

Proper Body Mechanics

Patient's Safety

X

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11

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Position and Turn Patients

while Supporting

Body

Safe MOrking Conditions

Components of

tric System

Me

1Commnon Household andApothocary

Meisuzsments

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Cropetencies-Continued

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Types and. Function of Enemas

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XTransfer or Discharge out of Agen1

X1

Perform Types of Patient Baths

-X

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Administer Backrubs

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Change Clothing

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Assist Patient with Elimination

xX

Measure &eight and Weight

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Perform Bygenic Care for Skin,

Rail

Mouth, Perineum, and Feet

XI.

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Irrigate Vagina

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Apply Athroebie'NBee-end

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Characteristics and kwAponsibilities

of Leaders and Croup Members

Knowledge of Parliamentary

Procedure

Plan and Conduct Leadership

Activities

Effective Citizenship

In Our

Society

XPersonal Characteristics of

Health

Care Vbrker

XPersonal Awearance of

a Health

Care Vbrker

xLorrectly Make Different Types

of

Bads

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Provide Postmortem Care

XProvide Nail Care

XInform Patient About Rosipital

Peed, Serve and Collect

!Food Trays

Measure and record Intake

and Output

EssietAoatient in andout of bed

'Prevost Pressure Areas

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Procedural Plan for Verification of Competency Masteryat the Secondary Level

14123gliclia:

The overall goal of this model "2+2" Articulated Health Occupations Project is to develop atraining program that will link the last two years of secondaq and the first two years ofpostxecoriary training to prepare students for employment in one or more occupations in

health careers.

QUO=As this 1roject has been devenped there have been questions on the part of some

personnel, as to the ability cif the Nun-RN instnictors in

secondary vocational bCalth occupations programs, being qualified to teach and verify

mastery of competencies for the RN curriculum.

This procedural plan outlines the promsa for the teaching, testing and verification ofmastery for both the cognitive and psychomotor competencies for this modei "2+ 2"Articulated Curriculum for theRegistered Nurse.

QUIXicllbliri.ECKMAI:

Basic level knowled4e and skfilswill be taught from a validated list ofcompetencies in11 and 12. These contpetencies have been assigned to courses on an "easy tot", simple to complex arrangement.III 641

The courses that constitute the RN curriculum are established on the career-laddfr concept;

in that students must complete the courses thiences, or take concurrentlyanddem3nstrate mastery of the competencies in course(s) before moving on the next level.The curriculum is designed to provide exit points for the nurse aide (grade 12) and the LVN

(Grade 13).

Metods of Instruction

Instructional modes will consist of the following:

1. Classroom lecture/audio/guest professional speakers2. Classroom laboratory3. Individualized study4. Clinical rotation anci/or cooperative (grade 11)

5. Clinical supervision sad/or cooperative (grade 12)

Validatina Mastery of Competencies:

Competencies in the basic course outlines have been identified as lmowledge (cognitive)

and performance (psychomotor).

It is recommended that the secondary health careers instructor, as certified by the TexasEducation Agency, teach and administer the knowledge tests and verify mastery of the

cognitive competencies on the individual student competency profile.

The performance or psychonsctor competencies are ta beverified for mastery utilizing theevaluation criteria by the dinicaLor cooperative supervismg nurse, which will

be recorded on the individual. stud tccneteacyp rofile-

The individzal student competency profile will become a part of the student's "2+2"cumulative iffe and. will move with the student as sheibe moves to the next sequential CoUrse-

BatiMiga:

Secondary health careers instructo eC the TessaEctucation Agency certificationrequzements for the Provisional. Vocationafffea1tO ccupations certificate have theknowledge and '416.4 sv to teach and.verify mastery of the basic cognitive concepts, skillsand theories as ed for the grade U. and 12 secondary course&

115

Performance Evaluation Criteria

Terminal Performance Objective:

Performs competency with accuracyor presented specifications Satisfactorl Unsatisfactory

Performs competency within appropriatetime period Satisfactory Unsatisfactory

Demonstrates knowledge required forperforming competency Satisfactory Unsatisfactory

Observes all safety procedures Satisfactory Unsatisfactory

Complies with ethics of profession Satisfactory Unsatisfactory

Demonstrates problem solving abilities Satisfactory Unsatisfactory

Uses appropriate equipment/supplies Satisfactory Unsatisfactory

Uses equipment/supplies correctly Satisfactory Unsatisfactory

Student(s; nmst receive a satisfactory rating on all criteria to demonstrate mastery.

Comments:

SiiiTi.-vIzor's Signature Date

116

1 4,

document resume m. 055 874 author … · nursing is an autonomous discipline with a theoretical...

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